Leilani Arthurs, University of Colorado, Geology

"...the data indicate that clicker questions did promote engaged student participation and demonstrated that students found their clicker questions helpful for learning course material."

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 Mary Z. Ashlock, University of Louisville, Communications

“Because of the ongoing formative assessment for me, I could spend additional time on areas where students were not scoring well…The clicker addressed many of my pedagogical goals—namely, to further engage students in the learning process….The only unanticipated outcomes were the overwhelming positive feedback from students.”
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 John Broida, University of Southern Maine, Psychology

“Clickers helped me to know when students understood what I was saying—or when they didn’t. The opportunity for ongoing formative assessment (for me and for my students) was remarkable.”
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Terry Hancock, University of Louisville, Business/Management

“… [Clickers]provide both students and professor with timely and ongoing feedback regarding comprehension of the course material and content….Using clickers and the new test format, the average test score… has risen to 72%–16 percentage points–representing a 29% jump…we believe one of the greatest benefits [to using clickers] is simply motivating students to attend class and participate actively in lecture.”
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 Jennifer J. Kaplan, Michigan State University, Statistics

“I believe that the use of clickers has addressed the issues I previously had in teaching large lecture classes.  I would not consider teaching a large lecture class in the future without clickers.”   
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 Edna Ross, University of Louisville, Psychology

“In short, clickers have encouraged students to come to class better prepared and to actively participate in lecture. The formative assessment benefits of clickers in the Introductory Psychology class have been significant and notable.”
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 Leonard Shedletsky, University of Southern Maine, Communication and Media Studies

“Using a clicker allows the student who is reticent to begin to safely engage in saying what they think and hearing what others think...A second argument for using the clicker is that, even with the reticent student, it gives the teacher ongoing feedback on what the students understand about the topic being presented/discussed.  It also gives the teacher some feedback on how the student is doing and also how the teacher is doing."
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