Formative Assessment Design for PDA Integrated Ecology Observation
ARTICLE
Pi-Hsia Hung, Yu-Fen Lin, Gwo-Jen Hwang
Journal of Educational Technology & Society Volume 13, Number 3, ISSN 1176-3647 e-ISSN 1176-3647
Abstract
Ubiquitous computing and mobile technologies provide a new perspective for designing innovative outdoor learning experiences. The purpose of this study is to propose a formative assessment design for integrating PDAs into ecology observations. Three learning activities were conducted in this study. An action research approach was applied to continually revise the worksheet designs. Twenty-seven 5th and 6th graders' observation skills using PDAs, and their extended inquiry performance using e-diaries were assessed. An e-library, and online scoring and feedback systems were developed accordingly. The results suggest that the embedded formative assessment designs were effective for guiding and supporting the students' learning progress. The activity worksheets successfully helped the students focus their outdoor learning attention on the target tasks. The e-library provided reliable resources to clarify their observed descriptions, while the automatic scoring and feedback systems were especially helpful in sustaining the students' persistent effort. Most students demonstrated substantial improvements in their observation skills, and extended their inquiry abilities. The well designed online formative assessment embedded in the activity worksheet is very promising for PDA integrated learning. (Contains 2 tables and 9 figures.)
Citation
Hung, P.H., Lin, Y.F. & Hwang, G.J. (2010). Formative Assessment Design for PDA Integrated Ecology Observation. Journal of Educational Technology & Society, 13(3), 33-42. Retrieved March 19, 2024 from https://www.learntechlib.org/p/74928/.
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Keywords
- action research
- Cognitive Processes
- Computer Assisted Instruction
- Computer Assisted Testing
- Diaries
- Difficulty Level
- Ecology
- educational technology
- electronic learning
- Elementary School Science
- Environmental Education
- EVALUATION METHODS
- Feedback (Response)
- Foreign Countries
- Formative Evaluation
- Grade 5
- Grade 6
- Handheld Devices
- instructional design
- Instructional Effectiveness
- mobility
- Observation
- Outdoor Education
- Program Effectiveness
- Science Instruction
- Scoring
- Skill Development
- student evaluation
- technology integration
- Web Sites
- Worksheets
Cited By
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A context-aware ubiquitous learning approach to conducting scientific inquiry activities in a science park
Gwo-Jen Hwang, Chin-Chung Tsai, Hui-Chun Chu, Kinshuk Kinshuk, Chieh-Yuan Chen & Chieh-Yuan Chen
Australasian Journal of Educational Technology Vol. 28, No. 5 (Jan 01, 2012)
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An Exploration of Pre-Service Teachers' Intention to Use Mobile Devices for Teaching
Jung Hur, Auburn University, Auburn, AL, United States; Ying Shen, University of Northwestern - St. Paul, St. Paul, MN, United States; Ugur Kale, West Virginia University, Morgantown, WV, United States; Theresa Cullen, University of Oklahoma, Norman, OK, United States
International Journal of Mobile and Blended Learning Vol. 7, No. 3 (July 2015) pp. 1–17
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