Date of Award
2008
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Keywords
differentiated classroom, formative assessment and feedback
Abstract
This small study examined the importance of formative assessment and feedback, key components in a differentiated classroom, and the types of classroom response systems typically utilized to improve student learning. Quantitative data collected in a study of two high school consumer science class periods, where the use of an electronic response system was the variable, indicated a positive impact on student achievement. The ability of electronic response systems to create a formative feedback cycle between student and teacher was also qualitatively assessed. Results indicated that, while suggesting improvement to achievement, students also credited the "clickers" with helping them learn, assisting their teacher to instruct, improving their memory of information, producing more engaging lessons, and making learning fun.
Recommended Citation
Curtis, L. L. (2008). Impact of Classroom Response Systems on Achievement (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/legacy-capstones_maed/282Restricted
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