Summative Group Assessments and to Enhance Interactivity

A classroom response system (CRS) was adopted in a small undergraduate educational psychology course in an effort to enhance interactivity, maintain student interest, and provide real-time, formative feedback to both students and instructors. Approximately 10 weeks after introduction, students ’ attitudes toward the technology were assessed using quantitative and qualitative data sources. Students positively endorsed our use of the technology, which encouraged us to use the CRS for an in-class, summative, group assessment. This innovative assessment method was designed to mitigate test anxiety and make assessment a more positive educational experience. Student feedback suggested that this alternative assessment was more enjoyable, and that it may have been as effective as a traditional assessment. Our findings are primarily descriptive. We discuss the pedagogical affordances of a CRS based on student data and our recollections (as the instructors of the course). Educational implications and future directions are also discussed