Abstract
Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter. We used the IF-AT throughout the semester in three sections of a lower-division biology class; in two, students worked on IF-AT questions in small permanent groups, and in one, students alternated between IF-AT and clickers each week. At the end of the semester, students answered surveys about instant feedback techniques. Students appreciated prompt feedback on their understanding of course material, enjoyed the group interaction and opportunities to learn from each other, and continued to have positive perceptions of instant feedback activities and to take them seriously throughout the semester. While appreciating the versatility of clicker questions, we find that the ease of use, low cost, effectiveness, and improved classroom climate of the IF-AT method are particularly commendable.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 437-443 |
| Number of pages | 7 |
| Journal | Journal of Science Education and Technology |
| Volume | 17 |
| Issue number | 5 |
| DOIs | |
| State | Published - Oct 1 2008 |
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Keywords
- Engagement
- IF-AT
- Immediate feedback
- Large lectures
- Student perceptions
Cite this
Rapid feedback assessment methods : Can we improve engagement and preparation for exams in large-enrollment courses? / Cotner, Sehoya H; Fall, Bruce A.; Wick, Sue M; Walker, J D; Baepler, Paul M.
In: Journal of Science Education and Technology, Vol. 17, No. 5, 01.10.2008, p. 437-443.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Rapid feedback assessment methods
T2 - Can we improve engagement and preparation for exams in large-enrollment courses?
AU - Cotner, Sehoya H
AU - Fall, Bruce A.
AU - Wick, Sue M
AU - Walker, J D
AU - Baepler, Paul M
PY - 2008/10/1
Y1 - 2008/10/1
N2 - Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter. We used the IF-AT throughout the semester in three sections of a lower-division biology class; in two, students worked on IF-AT questions in small permanent groups, and in one, students alternated between IF-AT and clickers each week. At the end of the semester, students answered surveys about instant feedback techniques. Students appreciated prompt feedback on their understanding of course material, enjoyed the group interaction and opportunities to learn from each other, and continued to have positive perceptions of instant feedback activities and to take them seriously throughout the semester. While appreciating the versatility of clicker questions, we find that the ease of use, low cost, effectiveness, and improved classroom climate of the IF-AT method are particularly commendable.
AB - Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter. We used the IF-AT throughout the semester in three sections of a lower-division biology class; in two, students worked on IF-AT questions in small permanent groups, and in one, students alternated between IF-AT and clickers each week. At the end of the semester, students answered surveys about instant feedback techniques. Students appreciated prompt feedback on their understanding of course material, enjoyed the group interaction and opportunities to learn from each other, and continued to have positive perceptions of instant feedback activities and to take them seriously throughout the semester. While appreciating the versatility of clicker questions, we find that the ease of use, low cost, effectiveness, and improved classroom climate of the IF-AT method are particularly commendable.
KW - Engagement
KW - IF-AT
KW - Immediate feedback
KW - Large lectures
KW - Student perceptions
UR - http://www.scopus.com/inward/record.url?scp=55149125128&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=55149125128&partnerID=8YFLogxK
U2 - 10.1007/s10956-008-9112-8
DO - 10.1007/s10956-008-9112-8
M3 - Article
VL - 17
SP - 437
EP - 443
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
SN - 1059-0145
IS - 5
ER -