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Assessment at UCCS

Classroom Response Systems
Clickers

Clickers at UCCS

  1. UCCS is currently using two Classroom Response Systems (H-ITT, i>Clicker) with plans to use solely i>clicker in fall 2007.
  2. The Teaching and Learning Center has 30 H-ITT clickers that can be checked out for periodic assessments (think CATs & Mid-Course assessments) and provides H-ITT clicker training.
  3. Clickers are being used in Chemistry, Biology, Education, Health Science, Computer Science, Communication, Education and other classes across campus.

Why Use Clickers - FacultyText Box: For significant and lasting learning to take place, students’ minds must be active -D. Duncan

  1. Facilitate discussion and cooperative learning
  2. Coax participation
  3. Assess student knowledge (also pre/post)
  4. Take (and increase) attendance
  5. Assess opinions & perceptions
  6. Active learning environment
  7. Embed program assessment
  8. Perform mid-course evaluations

Why Use Clickers – Students

  1. Anonymous (in class)
  2. Reassurance that they are not alone in their opinions or knowledge level
  3. Increase retention of knowledge, skills and abilities
  4. Peer teaching
  5. Increase class enjoyment & engagement
  6. Credit for attending class

Getting Started

  1. Set goals for your class and for your clicker use
    • Be clear about them
    • Write them down
    • Post them on your syllabus
    • Discuss them with your students
  2. Start slowly
  3. Inform students of any clicker limitations
  4. Provide students with clicker registration information
  5. Plan for broken/forgotten clickers

Developing Questions

Good questions are essential for the effective use of clickers
Each question should have clearly identifiable pedagogical goals. Consider using 2-4 questions per 50 minute class. Questions can be used to:
  1. Draw out background knowledge and beliefs
  2. Make aware of perceptions of a situation
  3. Discover points of confusion or misconception
  4. Distinguish between two related concepts
  5. Realize parallels or connections
  6. Elaborate understanding
  7. Explore Implications

Categories of Questions

  1. Opinions or feelings
  2. Expectations for social behavior
  3. Record attendance
  4. Factual knowledge
  5. Conceptual Knowledge

Pedagogical Changes

  1. A class using clickers must be planned somewhat differently
  2. Develop effective questions that lead to deep comprehension (2-4 questions per 50 minute class)
  3. Class management and facilitation of discussions will need to be adjusted

References/Resources

Anderson, Dave: UCCS Chemistry:   http://www.uccs.edu/~danderso/edtech_clickers.htm
Beatty, I. (2004).  Transforming student learning with classroom communication systems. 
      Educause: 4(3). 
Duncan, D. (2005). Clickers in the classroom:  How to enhance science teaching using
      classroom response systems: Pearson Education, Inc.
Educause. (2005).  7 things you should know about clickers. Educause Learning Initiative.
H-ITT. (2006). The H-ITT Classroom Response System:  Transmitters, Receivers, and
      Computer Software for an Inter-active Classroom.
Suchman, E., K. Uchiyama, R. Smith & K. Bender. (2006).  Evaluating the impact of a
      classroom response system in a microbiology course.  Microbiology Education: 7, 3-11. 
University of California Riverside, clicker web site: http://www.cnc.ucr.edu/clickers/index.php
Vanderbilt University, Center for Teaching, clickers web site:
     http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm


Last Updated : May 2, 2007