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Each sub-group was required to produce a rationale for their activities explaining relevant educational theory and
pedagogy.
Figure 1 shows the peer review and feedback model used throughout the module:
Figure 1. The formative assessment model used on the second year undergraduate initial teacher education science
module.
Science lessons and science themed assemblies
To provide feedback on the science lessons and assemblies the students used an app called eClicker. Previously, the
students had provided written feedback on paper. They were asked to describe two things they liked about the session
and one suggestion for improvement (two stars and a wish).
The eClicker product is made up of two separate components: the Presenter and the Audience applications. Teachers
and presenters make use of the eClicker Presenter app to author questions and conduct polling, and participants,
using either their smartphone, tablet or laptop, use the free eClicker Audience app or web browser to view and answer
the questions (Big Nerd Ranch, 2013).
The module tutors designed statements that the student audience could use to feed back their opinions on the quality
of the lessons and assemblies. Nine statements relating to the assessment criteria for the group presentations were
preloaded into the eClicker Presenter app. Each statement was configured with four response options: strongly agree,
agree, disagree and strongly disagree.
The eClicker app allowed students to provide an instant, honest and anonymous critique of the session (assembly
or lesson) straight after it had been delivered. As part of the formative assessment process, the module tutor and
students reviewed and discussed the feedback at the end of the session. The eClicker Presenter application provides an
instant visual analysis of results in the form of a bar chart for each question.
Figure 2. A screenshot of eClicker Presenter displaying the results for a question
G O O D P R A C T I C E G U I D E – M O B I L E L E A R N I N G C A S E S T U D Y 25