Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievement
The use of student response systems (SRS) in the form of polling and quizzing via multiple choice questions has been well documented in the literature (Caldwell 2007). This study addressed the gap in the literature and considered content-generating SRS, such as Socrative and Google Slides, during fo...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Association for Learning Technology
2020-12-01
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| Series: | Research in Learning Technology |
| Subjects: | |
| Online Access: | https://journal.alt.ac.uk/index.php/rlt/article/view/2454/2801 |
| _version_ | 1818984317603282944 |
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| author | Mary W. Paul Colleen Torgerson Susan Tracz Kimberly Coy Juliet Wahleithner |
| author_facet | Mary W. Paul Colleen Torgerson Susan Tracz Kimberly Coy Juliet Wahleithner |
| author_sort | Mary W. Paul |
| collection | DOAJ |
| description | The use of student response systems (SRS) in the form of polling and quizzing via multiple choice questions has been well documented in the literature (Caldwell 2007). This study addressed the gap in the literature and considered content-generating SRS, such as Socrative and Google Slides, during formative assessment activities in college composition courses. Content-generating SRS display student responses to formative assessment questions, and instructors are able to evaluate and adjust course material and feedback in real-time. Quantitative data measuring student perception using Likert-scale surveys and student achievement using essay scores were collected. The statistically significant results between the treatment and control groups for essay scores are objective measurements of student achievement and have implications for how to support both students and faculty in innovative curriculum design. Content-generating SRS allow for a more robust illustration of student understanding and can be adopted for larger lecture classes. |
| first_indexed | 2024-12-20T18:17:05Z |
| format | Article |
| id | doaj.art-b34c1bceebb64ea4934c9045ac426ca5 |
| institution | Directory Open Access Journal |
| issn | 2156-7077 |
| language | English |
| last_indexed | 2024-12-20T18:17:05Z |
| publishDate | 2020-12-01 |
| publisher | Association for Learning Technology |
| record_format | Article |
| series | Research in Learning Technology |
| spelling | doaj.art-b34c1bceebb64ea4934c9045ac426ca52022-12-21T19:30:22ZengAssociation for Learning TechnologyResearch in Learning Technology2156-70772020-12-0128011610.25304/rlt.v28.24542454Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievementMary W. Paul0Colleen Torgerson1Susan Tracz2Kimberly Coy3Juliet Wahleithner4Department of English, California State University, Fresno, CA, USA;Kremen School of Education and Human Development, California State University, Fresno, CA, USAKremen School of Education and Human Development, California State University, Fresno, CA, USAKremen School of Education and Human Development, California State University, Fresno, CA, USAKremen School of Education and Human Development, California State University, Fresno, CA, USAThe use of student response systems (SRS) in the form of polling and quizzing via multiple choice questions has been well documented in the literature (Caldwell 2007). This study addressed the gap in the literature and considered content-generating SRS, such as Socrative and Google Slides, during formative assessment activities in college composition courses. Content-generating SRS display student responses to formative assessment questions, and instructors are able to evaluate and adjust course material and feedback in real-time. Quantitative data measuring student perception using Likert-scale surveys and student achievement using essay scores were collected. The statistically significant results between the treatment and control groups for essay scores are objective measurements of student achievement and have implications for how to support both students and faculty in innovative curriculum design. Content-generating SRS allow for a more robust illustration of student understanding and can be adopted for larger lecture classes.https://journal.alt.ac.uk/index.php/rlt/article/view/2454/2801educational technologystudent response systemsformative assessmentstudent achievementmobile technology |
| spellingShingle | Mary W. Paul Colleen Torgerson Susan Tracz Kimberly Coy Juliet Wahleithner Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievement Research in Learning Technology educational technology student response systems formative assessment student achievement mobile technology |
| title | Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievement |
| title_full | Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievement |
| title_fullStr | Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievement |
| title_full_unstemmed | Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievement |
| title_short | Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievement |
| title_sort | engaging the control value theory a new era of student response systems and formative assessment to improve student achievement |
| topic | educational technology student response systems formative assessment student achievement mobile technology |
| url | https://journal.alt.ac.uk/index.php/rlt/article/view/2454/2801 |
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