REPORT ON THREE INNOVATIVE MOBILE APPS THAT CAPTURES MULTIMODAL EVIDENCE OF STUDENT ACHIEVEMENT WITHIN A RUBRIC-MARKING KEY

This presentation reports on the development and results of a proof-of-concept of three innovative mobile apps that captures multimodal evidence of student achievement within the marking key. A mobile assessment app was developed for each of the following curriculum areas, Mathematics, English and Physical Education. These curriculum areas were chosen as they were core subjects and the multimodal evidence gathered would be different for each. Using a collaborative action research methodology the researcher (developer) and classroom teachers (users) collaborated on the development of three proof-of-concept mobile assessment apps. The apps went through a number of development cycles. The digital markings keys were developed using the teachers existing rubrics and the new Australia National Curriculum. The teachers had significant input on the user interface and the types of digital media collected as evidence of achievement and the navigation within the app.

These innovative mobile apps have grown out of the researcher’s PhD and postdoctoral work in the field of digital assessment. This research involved both sides of the assessment process, the student task of performance and the assessment of this task or performance. The introduction of tablets and especially the iPad2 during the last few years with the capacity to capture all types of digital medial (text, drawing, iPad screen, video, audio and photos) presented the researcher with the opportunity to develop these innovative apps. Building on the experience of developing digital assessment rubrics, the idea of capturing multimodal evidence seamlessly of student achievement within the marking key on a mobile device was born. The apps also provide the ability to PDF student feedback, including images as email attachments.

This presentation will highlight the features the teachers found most useful within the different curriculum areas. The response to this type of evidence based mobile assessment will be discussed both from the teachers’ perspective and development of additional features. Future directions for development and research will conclude the presentation.