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); however, there is minimal research looking at student response systems in which students add text and content. 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. Students are also able to self-assess their knowledge and understanding (Boyle & Nicol, 2003). Eight courses, four control and four treatment, were taught by four instructors. Treatment courses offered formative assessment activities using technology with the option of anonymity, and control courses offered formative assessment activities in a traditional raise-your-hand to respond format. Quantitative data measuring student perception using Likert-scale surveys, and student achievement using essay scores were collected. Student interviews were conducted at the end of the study. The student perception data registered significant or approaching significant results for the perception of anonymity, self-efficacy, enjoyment, value, and satisfaction (Pekrun, 2006); however, perception is not an objective measurement of student achievement. The statistically significant results between the treatment and control groups for essay scores is an objective measurement of student achievement, and has implications for how to support both students and faculty in innovative curriculum design. Technology, when combined with formative assessment feedback, creates a powerful tool to positively impact student learning and student success.
|Commitee:||Tracz, Susan, Coy, Kimberly, Wahleithner, Juliet|
|School:||California State University, Fresno|
|School Location:||United States -- California|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Higher education|
|Keywords:||Achievement, Assessment, Education, SRS, Technology, UDL|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be