Using Mixed Mobile Computing Devices for Real-Time Formative Assessment
Using Mixed Mobile Computing Devices for Real-Time Formative Assessment
复制标题
使用混合移动计算设备进行实时形成性评估
DOI：
10.18260/1-2--22713
复制
发表时间：
2013
期刊：
影响因子：
--
通讯作者：
T. Gardner
中科院分区：
文献类型：
--
作者：
F. Kowalski;S. Kowalski;T. Gardner
越来越便宜的移动计算设备可以有效地用于促进实时形成性评估。配备手写笔的 Android 设备、iPad、iPhone 和/或平板电脑的学生可以在构建对概念的新理解时使用数字墨水来展示他们的想法。 InkSurvey 是一款基于网络的免费软件 (ticc.mines.edu)，专门用于收集学生的反馈以进行实时形成性评估。在学习过程中，教师提出开放格式的嵌入式问题来探究学生的理解情况。学生用自己的设备或机构提供的设备上的“墨水”文字、图画、图表或方程式进行回答。这些答案的构建使学生积极参与主题材料并增加学生的元认知。教师即时收到这些反馈，可以实时了解学生的想法，并可以解决挥之不去的问题，纠正错误观念，更好地利用课堂时间。我们描述了 InkSurvey 最近的重大改进，这些改进使其在更多种类的设备上功能更全面，并且对教师和学生来说更加友好。提供具体的课堂示例和结果来说明学生的元认知、学生的思维如何随时间变化以及教师反应和学习方法的变化。还讨论了这种基于技术的教学工具在传统课堂之外的潜在用途，例如在远程学习环境或即时教学 (JiTT) 中。为了提供更多背景信息，我们对工程教育中的一些不同应用和环境进行了简要概述，其中之前已经探讨了 InkSurvey 的使用：增加学习收益、提高解决问题的技能以及增强与计算机模拟相结合时实现的学习收益。 InkSurvey 收集的实时形成性评估不受性别、个性偏见和其他刻板印象的影响，这使其成为小组和合作学习环境中特别有效的工具。这也为非学术环境中的其他应用打开了大门。
Increasingly affordable mobile computing devices ca n be used effectively to facilitate real-time formative assessment. Students equipped with pen-e nabl d Android devices, iPads, iPhones and/or tablet PCs can use digital ink to reveal the ir t inking as they construct new understandings of concepts. InkSurvey is free, web-based software (ticc.mines.edu) desig n d specifically for collecting student responses for real-time formative assessmen t. During the learning process, the instructor poses open format, embedded questions to probe stud nt nderstanding. Students respond with words, drawings, graphs, or equations “inked” on ei ther their own devices or those provided by the institution. The construction of these respons es actively engages the students with the subject material and increases student metacognitio n. The instructor, instantaneously receiving this feedback, has a real-time glimpse into the min ds of the students and can address lingering questions, repair misconceptions, and make better u se of class time. We describe significant recent improvements to InkSurvey that have made it more fully functional on a greater variety of devices and more us r-friendly for both instructors and students. Specific classroom examples and results a re presented to illustrate student metacognition, how student thinking changes over ti me, and changes in instructor responses and approaches to learning. Potential use of this techn ology-based teaching tool outside of the traditional classroom, for example in a distance-le arning environment or for Just-in-Time Teaching (JiTT), is also discussed. To provide additional context, a brief overview sum marizes some of the varied applications and settings in engineering education in which the use of InkSurvey has been previously explored: increasing learning gains, improving problem-solvin g skills, and enhancing learning gains achieved when coupled with computer simulations. Re al-time formative assessment collected with InkSurvey is blind to gender, personality biases, and other stereotypes, making it a particularly effective tool in group and cooperativ e learning environments. This also opens the door to additional applications in non-academic set tings as well.
影响因子：
2.5
作者：
SADLER, DR
通讯作者：
SADLER, DR