Adam Baird Grand Canyon University TEC546 – Assessment & Technology September 19, 2011. Student Response Systems. Basic Information.
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Student Response Systems can be used as a formative assessment. They can be either computer-based or web-based. The computer-based systems require every student to havea hand-held remote or clicker to answer questions posed by the teacher. With the web-based versions students can turn their mobile devices or computers into a clicker.
A receiver connected to the teacher’s computer collects all of the answers from each student. Software loaded onto the computer compiles all of the answers and displays a graph showing the frequency of each answer.
What makes student response systems so special is the instant feedback the data provides teachers. The teacher can see from the graph how many students got the question right or wrong. If many of the students got the question right, the teacher can move on confident that the students understand. If a number of the students get the question wrong the teacher knows more remediation is needed.
The ability to save and compare the data allows the teacher to adjust the lesson for the next class or year. By comparing demographics the teacher can eliminate questions that may not be right for certain classes.
The data can be used to differentiate by allowing the teacher to know exactly where everyone in the class is. Students can be assigned clickers so the teacher can see each students’ responses to all questions. The teacher can then have those student in need remediated.
Kaleta, R., & Joosten, T. (2007). Student Response Systems: A University of Wisconsin System Study of Clickers. Educause: Center for Applied Research , 2-13.
ResponseWare. (2011). Retrieved September 19, 2011, from TurningTechnologies.com: http://www.turningtechnologies.com/audienceresponseproducts/responseoptions/responseware/
Wolter, B. H., Lundeberg, M. A., Kang, H., & Herreid, C. F. (2011). Students’ Perceptions of Using Personal Response Systems (“Clickers”) With Cases in Science. Journal of Science College Teaching , 14-19.