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http://dx.doi.org/10.14697/jkase.2014.34.3.0273

Practical Use of the Classroom Response System (CRS) for Diagnostic and Formative Assessments in a High School Life Science Class  

Kang, Jeong-Min (Educational Broadcasting System (EBS))
Shim, Kew-Cheol (Kongju National University)
Dong, Hyo-Kwan (Korea Institute for Curriculum and Evaluation (KICE))
Gim, Wn Hwa (Jinju Jeil Middle School)
Son, Jeongwoo (Gyeongsang National University)
Kwack, Dae-Oh (Gyeongsang National University)
Oh, Kyung-Hwan (Gyeongsang National University)
Kim, Yong-Jin (Gyeongsang National University)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.3, 2014 , pp. 273-283 More about this Journal
Abstract
The purpose of this study was to examine the potential of the use of the Classroom Response System (CRS), a kind of new ICT medium, in a quiz problem-solving oriented high school life science class. To find the usefulness of CRS as a teaching and learning strategy, the CRS group (n=34) sent prompt individual answers to the teachers' questions using the CRS terminal (Clicker), and the teacher then asked additional reasons of the individuals and gave personalized feedback. In the control group (n=35), the CRS was not used while the teacher asked overall questions and gave feedback in an undifferentiated way. As a result, the CRS increased students' interest and concentration during class, but there were no significant differences in study achievement between the two groups. However, there were significant differences between the medium-level groups when the two groups were divided into smaller ones based on their pre-scores. We suggest that, for effective use of the CRS for diagnostic and formative assessment, teachers should develop a teaching and learning strategy that can produce appropriate questions of various levels in advance, investigate the exact reasons for students' answers, and give customized feedback by individual as much as possible.
Keywords
classroom response system (CRS); quiz problem solving; high school life science class; diagnostic and formative assessment; personalized feedback;
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Times Cited By KSCI : 1  (Citation Analysis)
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