Abstract
Students’ lack of engagement with their assessment feedback and the lack of dialogue and communication for feedback are some of the issues that affect educational institutions. Despite the affordance that mobile technologies could bring in terms of assessment feedback, research in this area is scarce. The main obstacle for research on mobile learning assessment feedback is the lack of a cohesive and unified mobile learning framework. This paper thus presents a Mobile Learning Framework for Assessment Feedback (MLFAF), developed using a design-based research approach. The framework emerged from the observation of, and reflection upon, the different stages of a research project that investigated the use of a mobile web application for summative and formative assessment feedback. MLFAF can be used as a foundation to study the requirements when developing and implementing wide-scale mobile learning initiatives that underpin longitudinal practices, as opposed to short-term practices. The paper also provides design considerations and implementation guidelines for the use of mobile technology in assessment feedback to increase student engagement and foster dialogic feedback communication channels.
Highlights
Both student learning and student satisfaction are affected by assessment and feedback— two crucial elements of student experience
With the main focus being on the design and testing of the interventions in order to provide a possible solution to the problem of assessment feedback provision in large classes and lack of student engagement with that feedback, the third reason for adopting a design-based approach was to produce a Mobile Learning Framework for Assessment Feedback (MLFAF) and guidelines
Mobile Learning Framework for Assessment Feedback design and evaluation cycles Initial draft based on the literature review The initial draft of MLFAF had its foundation in previous mobile learning frameworks and the literature review
Summary
Both student learning and student satisfaction are affected by assessment and feedback— two crucial elements of student experience. A literature review (Interrelationship between pedagogy, theories, objectives, and features: mobile learning design, n.d.) highlights that despite various technologies, including audio, video, screencast and podcast, being used to alleviate the issues in assessment feedback, a larger class cohort still poses some problems to educators. These include ‘extra workload, the inability to provide personalised and individual feedback, and the lack of synchronous or asynchronous communication or dialogue’ (Interrelationship between pedagogy, theories, objectives, and features: mobile learning design, n.d.)
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