Use of Student Response Systems for Summative Assessments

Kalyani Premkumar

doi:10.4236/ce.2016.713187

Abstract

Student Response Systems (Clickers) have been adopted by a number of instructors to increase interactions, student engagement and/or formative assessment and feedback especially in large group sessions. Clickers are well known as tools for active learning strategy particularly in formative assessments. However, they are rarely used in assessments that count. With the advent of clickers with a display screen, attempts are being made to use clickers in summative exams. We examined the feasibility of their use in high stakes summative assessment by piloting such an assessment in a simulated setting. Utilizing the lessons learned in the pilot study, clickers were used in formative and summative assessments in various iterations of a computer course taught by one of the authors (CC). At the end of the course, perceptions of students on the use of clickers for high-stake examinations were obtained using an online survey. The instructor was interviewed to identify factors that facilitated clicker use and the challenges faced. In general, students were accepting of the use of this technology in high stakes exams and found it engaging and satisfying, primarily because of instant feedback. The instructor found the process less time consuming and efficient, and more secure compared to scan sheets. Clickers are best used for examinations of short duration, with multiple-choice questions or questions with minimal text or mathematical entry.

Highlights

Students found clicker usage more comfortable and easy to use which aligns with studies where students mentioned that the ease of clicker use was an advantage as well as useful for their active learning (Heaslip, Donovan, & Cullen, 2014)
Students perceived that it took more time to answer questions using clickers and were of the opinion that regular use of clickers is paramount for its use in examinations
This study aimed to determine the feasibility of use of clickers in high-stakes, paper-based exams and to identify the benefits, limitations and barriers to its use, a topic that is currently under-represented in literature

Summary

Introduction

Large classes are a feature of modern higher secondary institutions. How to cite this paper: Premkumar, K. Use of Student Response Systems for Summative Assessments. K. Premkumar groups of students especially in the undergraduate programs. It is a continuous challenge to maintain interactivity. Interactivity with students in education is vital in order to build academic potential and knowledge transference. Engagement and participation in higher level education have been a key area of focus for educators because learning occurs when students are actively engaged in classes. One of the strategies for active learning is the use of polls at various junctures during class

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Conclusion