Type:

Other

Description:

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.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Education Foundations,Undergraduate (Lower Division),Audience Response,Space Science,Physics Education Research,Clicker Participation,General Physics,Graduate/Professional,oai:nsdl.org:2200/20090507002319100T,Assessment,Astronomy,Higher Education,Education Research,Physics,Grading Incentive Differences,Education,Astronomy Diagnostic Test,Instruments,General,Education Practices,NSDL_SetSpec_439869,Vocational/Professional Development Education,Astronomy Education,Technology

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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