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    Technology talks: clickers and grading incentive in the large lecture hall

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    Published article (569.2Kb)
    Date
    2009-02
    Author
    Willoughby, Shannon
    Gustafson, Eric
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    Abstract
    Two sections of an introductory astronomy class were given different grading incentives for clicker participation for two consecutive semesters. In the high stakes classroom points were awarded only for correct answers, in contrast to the low stakes classroom in which points were awarded simply for participating. Self-formed groups of four students each were recorded in both sections several times during the spring 2007 semester and their conversations were transcribed and categorized into nine topics to analyze the variations between the sections. Performance on clicker questions and tendency to block vote were correlated with class grades and gains for the pre- and post-test scores on the Astronomy Diagnostic Test.
    URI
    https://scholarworks.montana.edu/xmlui/handle/1/10063
    DOI
    10.1119/1.3013542
    Citation
    Willoughby, Shannon D., and Eric Gustafson. “Technology Talks: Clickers and Grading Incentive in the Large Lecture Hall.” American Journal of Physics 77, no. 2 (2009): 180. doi:10.1119/1.3013542.
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