An (App)roach to using iPhone technologies to increase consistency, reliability and equity in assessment of large work integrated learning courses

Document Type

Conference Proceeding


Curtin University of Technology


School of Education


Abstract originally published as:

Dann, C., Jones, C., Lowe, B., Toohey, E., Willis, M., & Readman, K. (2011). An (App)roach to using iPhone technologies to increase consistency, reliability and equity in assessment of large work integrated learning courses. In the Proceedings of the ATN Assessment Conference 2011 (p. 32) Perth, Australia: Curtin University.

Original abstract available here.


Assessment of work integrated learning (WIL) presents multiple challenges: for students being assessed, site mentors engaged in assessment and university staff coordinating the WIL experiences. The benefits of authentic work integrated learning are well known but unless accompanied by a clear understanding of the goals, process and assessment WIL cannot reach its potential. In response to this challenge, we have developed a smart-phone and online approach to assessment and reporting that can be replicated in multiple locations by multiple users.The trial is operating in a teacher education program with preservice teachers,mentors and liaison academics all contributing to communities of practice designed to support the preservice teachers‘ experience. A review of our WIL courses has resulted in the development of a theoretical framework shaped around three principles: consistency, reliability and equity. The aim is to improve the current paper based assessment system which is fraught with the difficulties normally associated with coordination of large scale, high stakes assessments using multiple assessors. Our solution involves a website with a companion iPhone application called Preservice Teacher Tracker‘ (PTT) designed to promote greater consistency, reliability and equity of outcomes by improving the quality of mentoring and assessment. The tool will provide scaffolding for preservice teachers and teacher mentors in their respective roles by elaborating on the criteria, enabling joint development of goals and strategies, tracking preservice teacher progress over time, enabling teacher mentors to video the preservice teacher performance to facilitate discussions, and to permit monitoring, mentoring and assessment to occur in the classroom through the use of smart-phone technologies. This paper will reflect on the project's beginnings and explain the development of the theoretical framework. It will explore the trials and challenges faced in the implementation of technology enhanced assessment of WIL within educational settings and outline future directions for the project.