Loughborough University
Browse
Robinson 5.pdf (619.05 kB)

Staff perspectives on the use of technology for enabling formative assessment and automated student feedback

Download (619.05 kB)
journal contribution
posted on 2011-09-06, 11:27 authored by Samuel O. King, Carol Robinson
Academic staff from the Mathematics Education Centre (MEC), Loughborough University began using Electronic Voting Systems (EVS) to teach Mathematics to undergraduate Engineering students in the 2007/2008 academic year. Staff members from other departments at the University, such as Geography, Chemical Engineering and Information Skills, have also been using EVS. This study was designed to investigate the views of affected staff about the use of EVS in lectures and associated pedagogic implications. The results show that EVS is generally seen as an effective teaching tool, as its use can enhance student engagement by increasing their participation in class, give lecturers valuable feedback on student understanding, make the classroom more ‘fun’, and enable lecturers to change teaching practice and curriculum in response to student feedback. However, there are technical and pedagogical issues to be overcome in realising the full potential of EVS.

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

KING, S.O. and ROBINSON C.L., 2009. Staff perspectives on the use of technology for enabling formative assessment and automated student feedback. Italics, 8 (2), pp. 24-35

Publisher

© Higher Education Academy

Version

  • AM (Accepted Manuscript)

Publication date

2009

Notes

This article was published in the journal, Italics [© Higher Education Academy]. The definitive version is available at: http://www.ics.heacademy.ac.uk/italics/vol8iss2.htm

ISSN

1473-7507

Language

  • en

Usage metrics

    Loughborough Publications

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC