Concepts and Cases
Edited By Norbert Pachler, Christoph Pimmer and Judith Seipold
Section 1 Assessment and identity formation: Collecting, sharing and ref lecting 49
Section 1 Assessment and identity formation: Collecting, sharing and ref lecting Ceridwen Coulby, Julie Laxton, Stuart Boomer and Nancy Davies 3 Mobile technology and assessment: A case study from the ALPS programme Abstract This chapter explores the use of mobile devices for assessment purposes within work-based placements. Dental Hygiene and Therapy students at the University of Leeds used mobile devices to access learning material and complete self and peer assessments of their interpersonal skills whilst on work placement. These assessments were then reviewed by university tutors using an e-portfolio system which allowed students and tutors to open a dialogue regarding the assessment and wider placement issues. This case study is part of the Assessment and Learning in Practice Settings (ALPS) programme of teaching and learning research.1 The students found the assessments helpful to their ref lective practice and the use of the mobile device for ref lection in action; and the e-portfolio for ref lection on action (Schön, 1983) completed the learning cycle, encouraging greater depth of ref lection (Patton, 2002). The combination of the mobile device and the e-portfolio also provided students with pastoral support, as it provided the students with a link to the university and access to their friends, as well as an opportunity for the tutor to support and guide the students’ learning from a distance. Mobile devices provide new and exciting opportunities 1 Assessment and Learning in Practice Settings (ALPS) is one of 74 Higher Education Funding Council for England (HEFCE) funded Centres for...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.