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Aka, M., Akveld, M., Caspar, A., Kortemeyer, G., Valkering-Sijsling, M. (2020). In-Class Formative Assessment in an Introductory Calculus Class. eleed, Iss. 13. (urn:nbn:de:0009-5-51226)

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%0 Journal Article
%T In-Class Formative Assessment in an Introductory Calculus Class
%A Aka, Menny
%A Akveld, Meike
%A Caspar, Alexander
%A Kortemeyer, Gerd
%A Valkering-Sijsling, Marinka
%J eleed
%D 2020
%V 13
%N 1
%@ 1860-7470
%F aka2020
%X We report on the usage of an audience response system ("clickers") in an introductory math course, both in terms of practical usage and in terms of answer distributions, test-theoretical properties and clustering of questions. We give examples of the questions ("items") that we used and their associated properties. We found the system to deliver meaningful and reliable results regarding the conceptual learning of the students, and we found these benefits to be robust independent of the particulars of the instructional setting. Finally we found that peer instruction can make clicker usage even more meaningful, as the discrimination of questions increases after discussions between learners.
%L 370
%K audience response systems
%K clicker System
%K e-learning
%K higher education
%K math course
%U http://nbn-resolving.de/urn:nbn:de:0009-5-51226
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Bibtex

@Article{aka2020,
  author = 	"Aka, Menny
		and Akveld, Meike
		and Caspar, Alexander
		and Kortemeyer, Gerd
		and Valkering-Sijsling, Marinka",
  title = 	"In-Class Formative Assessment in an Introductory Calculus Class",
  journal = 	"eleed",
  year = 	"2020",
  volume = 	"13",
  number = 	"1",
  keywords = 	"audience response systems; clicker System; e-learning; higher education; math course",
  abstract = 	"We report on the usage of an audience response system (``clickers'') in an introductory math course, both in terms of practical usage and in terms of answer distributions, test-theoretical properties and clustering of questions. We give examples of the questions (``items'') that we used and their associated properties. We found the system to deliver meaningful and reliable results regarding the conceptual learning of the students, and we found these benefits to be robust independent of the particulars of the instructional setting. Finally we found that peer instruction can make clicker usage even more meaningful, as the discrimination of questions increases after discussions between learners.",
  issn = 	"1860-7470",
  url = 	"http://nbn-resolving.de/urn:nbn:de:0009-5-51226"
}
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RIS

TY  - JOUR
AU  - Aka, Menny
AU  - Akveld, Meike
AU  - Caspar, Alexander
AU  - Kortemeyer, Gerd
AU  - Valkering-Sijsling, Marinka
PY  - 2020
DA  - 2020//
TI  - In-Class Formative Assessment in an Introductory Calculus Class
JO  - eleed
VL  - 13
IS  - 1
KW  - audience response systems
KW  - clicker System
KW  - e-learning
KW  - higher education
KW  - math course
AB  - We report on the usage of an audience response system ("clickers") in an introductory math course, both in terms of practical usage and in terms of answer distributions, test-theoretical properties and clustering of questions. We give examples of the questions ("items") that we used and their associated properties. We found the system to deliver meaningful and reliable results regarding the conceptual learning of the students, and we found these benefits to be robust independent of the particulars of the instructional setting. Finally we found that peer instruction can make clicker usage even more meaningful, as the discrimination of questions increases after discussions between learners.
SN  - 1860-7470
UR  - http://nbn-resolving.de/urn:nbn:de:0009-5-51226
ID  - aka2020
ER  -
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Wordbib

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ISI

PT Journal
AU Aka, M
   Akveld, M
   Caspar, A
   Kortemeyer, G
   Valkering-Sijsling, M
TI In-Class Formative Assessment in an Introductory Calculus Class
SO eleed
PY 2020
VL 13
IS 1
DE audience response systems; clicker System; e-learning; higher education; math course
AB We report on the usage of an audience response system ("clickers") in an introductory math course, both in terms of practical usage and in terms of answer distributions, test-theoretical properties and clustering of questions. We give examples of the questions ("items") that we used and their associated properties. We found the system to deliver meaningful and reliable results regarding the conceptual learning of the students, and we found these benefits to be robust independent of the particulars of the instructional setting. Finally we found that peer instruction can make clicker usage even more meaningful, as the discrimination of questions increases after discussions between learners.
ER
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  <subject>
    <topic>audience response systems</topic>
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Full Metadata

Bibliographic Citation e-learning and education, Iss. 13
Title

In-Class Formative Assessment in an Introductory Calculus Class (eng)
Author Menny Aka, Meike Akveld, Alexander Caspar, Gerd Kortemeyer, Marinka Valkering-Sijsling
Language eng
Abstract We report on the usage of an audience response system ("clickers") in an introductory math course, both in terms of practical usage and in terms of answer distributions, test-theoretical properties and clustering of questions. We give examples of the questions ("items") that we used and their associated properties. We found the system to deliver meaningful and reliable results regarding the conceptual learning of the students, and we found these benefits to be robust independent of the particulars of the instructional setting. Finally we found that peer instruction can make clicker usage even more meaningful, as the discrimination of questions increases after discussions between learners.
Subject audience response systems, clicker System, e-learning, higher education, math course
Classified Subjects
ddc
  • 153.15, learning
  • 371.33, teaching aids, equipment, materials
  • 371.358, electronic distance education
  • 378.17, higher education, methods of instruction and study
pacs
  • C6130M, multimedia
  • D1030, it training requirements
  • D2030, educatgzion and training it applications
DDC 370
Rights fDPPL
URN: urn:nbn:de:0009-5-51226