A Case Study of Formative Assessment Using Mobile Applications and Peripherals to Encourage ‘Real-Life’ Critical Analysis in the Biosciences

Abstract

This paper shares a practice of encouraging critical analysis in science students by comparing mobile applications and peripherals to traditional tools to record physiological variables such as heart rate and blood pressure. A progressive series of case studies is described with learning outcomes mapped to the benchmark statement for Bioscience from the United Kingdom's Quality Assurance Agency. A student reflection and staff commentary of the practice is also offered.

Keywords

• Critical analysis
• mobile technology
• reflection
• formative assessment
• iPad