Case Story: PersonalResponseSystem(REAP)
Case Story: PersonalResponseSystem(REAP)
| Summary | PRS as a tool for formative assessment in collaborative learning contexts | |||
|---|---|---|---|---|
| Group / workshop | Formative e-Assessment | Status | seed | |
| Project details... | ||||
Situation
What was the setting in which this case study occurred?
A large mechanical engineering department which took part in the project ‘Re-Engineering Assessment Practices’ in Scottish Higher Education aimed at large-enrolment first year courses across three universities. The assessment focus was knowledge and understanding of key concepts in mechanical engineering.
Task
What was the problem to be solved, or the intended effect?
As part of REAP, the department of mechanical engineering recognised that there were difficulties with motivation, attendance and retention among students in the early years of their course. The key driver was to enhance the student learning experience and increase student retention.
Actions
What was done to fulfil the task?
The department introduced classroom communication systems into large lectures. Also known as Personal Response Systems, or PRS, the technology is used to enable active learning and teaching by questioning. To check students’ understanding in class, carefully considered MCQs are asked which aim to provoke difference of opinion in the students’ individual responses. Once the teacher has monitored the answers on the voting system, the class is then usually asked to work in groups to discuss their answers and defend their responses. This works most effectively where the class is divided in their answers. This is usually followed by the lecturer telling the correct answer and then there follows a whole class discussion about this, where individuals are asked to explain the thinking behind their answers.
Results
What happened? Was is a success? What contributed to the outcomes?
The role of the technology was to elicit student understanding as key to developing pedagogical practice and peer learning. It succceeded in doing so. Motivation has increased, as evidenced by increased class attendance. Results in diagnostic tests have improved.
Lessons Learned
What did you learn from the experience?
There has clearly been an impact on pedagogy and this is linked to a more embedded approach to FA as an integral part of pedagogy
Licensing
This work is licenced under a Creative Commons Licence.
