Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology
Journal of Science Education and Technology
Ian D. Beatty and William J. Gerace
Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers “bridge the gap” between educational research findings and practical, flexible classroom strategies for science instruction.
Showing posts with label clickers. Show all posts
Showing posts with label clickers. Show all posts
2009-01-15
Willoughby Gustafson - AJP 2009
Technology talks: Clickers and grading incentive in the large lecture hall
American Journal of Physics, Volume 77, Number 2 (February 2009), pp. 180-183
Shannon D. Willoughby, Eric Gustafson
Two sections of an introductory astronomy class were given different grading incentives for clicker participation for two consecutive semesters. In the high stakes classroom points were awarded only for correct answers, in contrast to the low stakes classroom in which points were awarded simply for participating. Self-formed groups of four students each were recorded in both sections several times during the spring 2007 semester and their conversations were transcribed and categorized into nine topics to analyze the variations between the sections. Performance on clicker questions and tendency to block vote were correlated with class grades and gains for the pre- and post-test scores on the Astronomy Diagnostic Test.
American Journal of Physics, Volume 77, Number 2 (February 2009), pp. 180-183
Shannon D. Willoughby, Eric Gustafson
Two sections of an introductory astronomy class were given different grading incentives for clicker participation for two consecutive semesters. In the high stakes classroom points were awarded only for correct answers, in contrast to the low stakes classroom in which points were awarded simply for participating. Self-formed groups of four students each were recorded in both sections several times during the spring 2007 semester and their conversations were transcribed and categorized into nine topics to analyze the variations between the sections. Performance on clicker questions and tendency to block vote were correlated with class grades and gains for the pre- and post-test scores on the Astronomy Diagnostic Test.
2008-01-14
Reay Li Bao - AJP 2008
Testing a new voting machine question methodology
N. W. Reay, Pengfei Li, and Lei Bao
Department of Physics, The Ohio State University, Columbus, Ohio 43210
(Received 15 April 2007; accepted 9 November 2007)
A new question methodology has been developed and used with voting machines in large physics lecture classrooms. The methodology was tested by comparing student performance in voting machine and non-voting machine lecture sections during three consecutive electricity and magnetism quarters of introductory calculus-based physics. Data from The Conceptual Survey of Electricity and Magnetism and common examination questions indicates that students using voting machines achieved a significant gain in conceptual learning, and that voting machines reduced the gap between male and female student performances on tests. Surveys indicated that students were positive about the use of voting machines and believed that they helped them learn. The surveys also suggested that grading voting machines responses and/or overusing voting machines may lower student enthusiasm.
©2008 American Association of Physics Teachers
doi:10.1119/1.2820392
PACS: 01.40.G-, 01.50.ht
N. W. Reay, Pengfei Li, and Lei Bao
Department of Physics, The Ohio State University, Columbus, Ohio 43210
(Received 15 April 2007; accepted 9 November 2007)
A new question methodology has been developed and used with voting machines in large physics lecture classrooms. The methodology was tested by comparing student performance in voting machine and non-voting machine lecture sections during three consecutive electricity and magnetism quarters of introductory calculus-based physics. Data from The Conceptual Survey of Electricity and Magnetism and common examination questions indicates that students using voting machines achieved a significant gain in conceptual learning, and that voting machines reduced the gap between male and female student performances on tests. Surveys indicated that students were positive about the use of voting machines and believed that they helped them learn. The surveys also suggested that grading voting machines responses and/or overusing voting machines may lower student enthusiasm.
©2008 American Association of Physics Teachers
doi:10.1119/1.2820392
PACS: 01.40.G-, 01.50.ht
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