Abstract

This article focuses on the unique contribution of the QT-clicker regarding formative and summative assessment in a large flipped first year statistics module. In this module, the flipped classroom as pedagogical model first substituted the traditional teaching model. QT-clickers were subsequently introduced to enable active and cooperative learning for face-to-face engagement inside the classroom. The various input capabilities of the QT-clicker, providing for the possibility of partial grade crediting, offer a distinguishing advantage. These clickers were initially only used for formative assessment, but soon extended to summative assessment. Two cohorts—2014 (no QT-clickers) and 2017 (with QT-clickers)—were compared. The intervention of using QT-clickers was evaluated along two lines: the pedagogical influence of the QT-clicker and the effect of partial grade crediting. Several general linear models (GLMs) were fitted to the data to investigate how QT-clicker use is related to the students’ examination performance. The outcome of the GLM models indicates that the association of higher examination marks with QT-clicker use holds for the 2017 cohort with and without partial credit. A qualitative component of the study reports on the student voice testifying to positive experience.

摘要

本文重点介绍 QT-clicker 在大型翻转第一年统计模块中关于形成性和总结性评估的独特贡献。在该模块中，翻转课堂作为教学模式首先取代了传统的教学模式。随后引入了 QT-clickers，以实现课堂内面对面参与的主动和合作学习。QT-clicker 的各种输入功能，提供了部分成绩信用的可能性，提供了显着的优势。这些答题器最初仅用于形成性评估，但很快扩展到总结性评估。比较了两个队列——2014 年（没有 QT-clickers）和 2017 年（有 QT-clickers）。使用 QT-clickers 的干预按照两条线进行评估：QT-clicker 的教学影响和部分成绩信用的影响。几个通用线性模型 (GLM) 被拟合到数据中，以研究 QT-clicker 的使用如何与学生的考试成绩相关。GLM 模型的结果表明，较高的考试分数与 QT-clicker 使用之间的关联对于 2017 年有和没有部分学分的队列都成立。研究的定性部分报告了证明积极体验的学生声音。