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Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry

Posted on 25 Mar 2013 with 0 comments

This study examines the degree to which students perceive that using personal response systems (PRS) in class as an assessment tool effects their understanding of course content, engagement in classroom learning, and test preparation. Multiple, student-performance evaluation data was used to explore correlations between student perceptions of PRS and their actual learning outcomes. This paper presents the learning experiences of 151 undergraduate students taking basic chemistry classes and incorporating PRS as an in-class assessment tool at the National Chung Hsing University in Taiwan.

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Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry

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