Strategies to Remove Barriers and Increase Motivation to Use the Tablet PC in Formative Assessment

Strategies to Remove Barriers and Increase Motivation to Use the Tablet PC in Formative Assessment

Antony Dekkers (Central Queensland University, Australia), Prue Howard (Central Queensland University, Australia), Nadine Adams (Central Queensland University, Australia) and Fae Martin (Central Queensland University, Australia)
DOI: 10.4018/978-1-4666-5011-4.ch013
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Abstract

The Tablet PC has been employed to provide feedback through formative assessment to students in preparatory mathematics courses at Central Queensland University for close to a decade. A study conducted in 2011 on formative assessment and feedback given via the Tablet PC within these courses conveyed extremely positive outcomes (Adams, Dekkers, & Elliott, 2012). Approximately 90% of the 140 students surveyed found the feedback beneficial to their learning and that assessment was returned, on average, within two to four days. These findings would indicate that these methods should be adopted into mainstream higher education courses (Adams, et al., 2012). Building on the research and experiences of staff involved in the use of the Tablet PC to provide feedback on formative assessment in preparatory mathematics courses, strategies to implement and improve these practices in undergraduate engineering courses are investigated in this chapter.
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Theoretical Framework

In order to overcome known difficulties and provide a quality learning environment, Transition Mathematics (TM) course developers are guided by the Seven Principles for Good Practice in Undergraduate Education (Chickering, Gamson, & Poulsen, 1987). These are endorsed by the Central Queensland University Academic Board. According to the Seven Principles, good practice in undergraduate education:

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