A Method for Writing Open-Ended Curved Arrow Notation Questions for Multiple-Choice Exams and Electronic-Response Systems

2009 ◽  
Vol 86 (12) ◽  
pp. 1392 ◽  
Author(s):  
Andrei R. Straumanis ◽  
Suzanne M. Ruder
Keyword(s):  
Multiple Choice ◽  
Electronic Response ◽  
Response Systems

scholarly journals As Student Response Systems Expand Features and Question Types, Multiple Choice Continues to be the Gold Standard for Calculations from both Student and Instructor Perspectives

2021 ◽  
Vol 1 ◽  
pp. 130-145
Author(s):  
Kyle Anderson
Keyword(s):  
Test Performance ◽  
Multiple Choice ◽  
Student Response ◽  
Question Type ◽  
Bring Your Own Device ◽  
Button Press ◽  
Multiple Choice Questions ◽  
Student Response Systems ◽  
Clear Preference ◽  
Response Systems

Student response systems (SRS) continue to evolve as bring-your-own-device (BYOD) systems allow more question and answer types to be utilized. While users were once limited to a button press on a clicker selecting from a list of predetermined responses, students can now generate text and numerical responses on their personal devices. Question and response types are now limited only by software, and new features can be added without requiring an overhaul of the existing system. Using two successive course offerings of a biomedical lab techniques class, the effect of question type was evaluated, using a crossover experimental design, and applied to novel discipline-specific calculations. Students used the Top Hat student response system (tophat.com) to answer either multiple choice questions (MCQ) or numerical response questions (NRQ) in class. Student responses were tracked for elapsed time to completion, performance, and subsequent test performance. Additionally, students were surveyed about their question-type preference. Analysis shows that on formative assessments, students take less time on multiple choice questions, are successful more often, and show a clear preference for this type. When students used those calculations on summative exams, they performed similarly regardless of whether they initially used MCQ or NRQ. Students also expressed clear preference for MCQ. The use of NRQ is still recommended to be used strategically as it increases question difficulty and diversity. The findings from this study may assist STEM instructors looking to formulate their own evidence-based best practices when incorporating SRSs intotheir pedagogy.

Reflections on the Use of ARS with Small Groups

2006 ◽  
pp. 373-386 ◽  
Author(s):  
David A. Banks
Keyword(s):  
Mobile Phones ◽  
Small Groups ◽  
Multiple Choice ◽  
Course Evaluation ◽  
Audience Response ◽  
Text Entry ◽  
Audience Response Systems ◽  
Lecture Theatre ◽  
Response Systems ◽  
Large Groups

Audience response systems are typically used with large groups of students, often in lecture theatre settings. This chapter reflects on 10 years of the author’s use of these systems, and provides examples illustrating the way that a variety of ARS, including a wired system and two infrared systems, have been used with small groups. In the examples outlined here, the data from the ARS was used to trigger discussion, rather than being used for multiple-choice “right or wrong” purposes. In the context of this chapter, groups of between 5 and 50 students are considered as “small” to differentiate from “large” lectures with possibly hundreds of students. Given the likely convergence of numeric keypad technology and text entry systems such as PDAs and mobile phones, the use of a larger, text-entry system is also outlined, to show how such systems can be utilized to explore course evaluation issues.

scholarly journals Teaching and Learning Chemistry with a Motivating Tool: one CLICK!

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Rosa M Garcia-Lopera
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Real Time ◽  
Teaching And Learning ◽  
Significant Enhancement ◽  
First Year ◽  
Electronic Response ◽  
Response Systems ◽  
Learning Chemistry

The use of electronic response systems or “clickers” is a popular way to engage students and create an active-learning environment, especially within large courses of general subjects for first-year undergraduates. The present work examines with detail the methodology, the tasks and the results obtained respect to the students’ learning, participation, and engagement in the classroom. In general, students perceived that, clickers provided a significant enhancement to their learning, and teachers obtained real-time feed-back of how the concepts are assimilated or not by the students in order to quickly introduce improvements in their teaching.

scholarly journals Enseñar química y motivar con un click / Teaching Chemistry and Motivating with a Click!

2018 ◽  
Vol 4 (2) ◽  
pp. 17-25
Author(s):  
Rosa María García Lopera
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Real Time ◽  
Significant Enhancement ◽  
First Year ◽  
Teaching Chemistry ◽  
Electronic Response ◽  
Response Systems

ABSTRACT The use of electronic response systems or “clickers” is a popular way to engage students and create an active-learning environment, especially within large courses of general subjects for first-year undergraduates. The present work examines with detail the methodology, the tasks and the results obtained respect to the students’ learning, participation, and engagement in the classroom. In general, students perceived that clickers provided a significant enhancement to their learning, and teachers obtained real-time feed-back of how the concepts are assimilated or not by the students in order to quickly introduce improvements in their teaching.RESUMENEl uso de sistemas electrónicos de respuesta o "clickers" es una metodología que persigue involucrar a los estudiantes y crear un entorno de aprendizaje activo, especialmente en cursos numerosos de asignaturas básicas de los primeros cursos universitarios. En este trabajo se explica con detalle la metodología utilizada, las tareas realizadas y el resultado que sobre el aprendizaje y la participación de los estudiantes ha tenido el uso de esta herramienta tecnológica en clase. En general, los estudiantes percibieron que los clickers les proporcionaron una mejora significativa de su aprendizaje, y el profesorado obtuvo feed-back en tiempo real de cómo los conceptos son asimilados o no por los estudiantes para poder introducir mejoras en su docencia.

ThinkClick

2011 ◽  
pp. 865-871
Author(s):  
Hanan Yaniv ◽  
Susan Crichton
Keyword(s):  
Decision Making ◽  
Group Decision Support System ◽  
Multiple Choice Questions ◽  
Group Setting ◽  
Large Group ◽  
Multi Attribute Utility Theory ◽  
Electronic Response ◽  
Individual Participant ◽  
Large Audience ◽  
Response Systems

Getting a large audience to actively participate in a lecture is a challenge faced by many lecturers. The value of active participation is well supported in current research with significant contribution made by the introduction of electronic response systems (ERS). ERS allows each member of the audience to participate by using a hand-held device (like a TV remote control), responding to (usually) multiple-choice questions presented on a board. This article is introducing a new approach to the use of ERS, making the audience engage in a decision- making process based on multi-attribute utility theory (MAUT), a commonly used theory in decision making, aiming to: • Help conference participants, in a large group setting, prioritize suggestions and action items developed over the previous days of a conference, drawing on discussions held in concurrent, small group break out sessions. • Organize those suggestions/items into a prioritized list that reflects the discussions and honors individual participant voice. • Generate a list, based on the group organization process that will direct future innovation for conference participants and organizers. • Present the collective knowledge from the conference in a way that participants can see themselves as contributing partners in the conference outcome statements. This article, then, describes a case study of decision making in a large audience, keeping each participant involved in a meaningful process of an elaborated analysis of action items. The technology, the process, and the experiment are presented as a study of the feasibility of using such systems in large audiences. We introduce here the term large group decision support system (LGDSS) to describe the process of using technology to assist a large audience in making decisions.

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