Brown, O. (2015, June), Enriching the Synergetic Instructor–Student Assessments with a Web-based Audience Response System  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24012

\bibitem{asee_peer_24012}
  Brown, O. (2015, June), \emph{Enriching the Synergetic Instructor–Student Assessments with a Web-based Audience Response System}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24012

Ordel Brown.  "Enriching the Synergetic Instructor–Student Assessments with a Web-based Audience Response System".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24012 Internet.  19 Apr, 2024

\bibitem{asee_peer_24012}
  Ordel Brown.
  "Enriching the Synergetic Instructor–Student Assessments with a Web-based Audience Response System".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24012 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_24012
author = "Ordel Brown"
title = "Enriching the Synergetic Instructor–Student Assessments with a Web-based Audience Response System"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24012}
number = {10.18260/p.24012}
}

TY  - CPAPER
AB  -  Enriching the Synergetic Instructor-Student Assessments with a Web-Based                                 Audience Response SystemIn recent years, higher education has experienced a rapid increase in the use of audience responsesystems. This is primarily due to their ability to actively enhance individual and groupengagement and learning by providing critical and instant feedback. This instant feedback iscritical to both students and instructors. Drawbacks of traditional feedback through homeworkand tests/quizzes include the slow response rate for students and the tediousness for instructors.Summative assessments in the form of tests and exams are not sufficient measures of students’understanding and application of knowledge. Students need continuous formative assessments tomonitor their learning by actively evaluating their level of understanding. Additionally, there isthe present need to satisfy the dynamic technology-based demands of current engineeringstudents.In an attempt to address these challenges, the use of a web-based audience response system wasimplemented in an introductory engineering course at a large, land-grant university in the mid-Atlantic region. This introductory course is offered in multiple sections in the first-yearengineering program. It is the second in a two-semester, two-course sequence and a prerequisitefor all the majors in the engineering college. The web-based audience response system wasemployed over multiple years in multiple sections of the course.This paper outlines the multi-year application of the system with an innovative approach that canbe utilized in any class size. An assessment of the impact on student learning, level of interestand satisfaction with the course are presented. It also discusses students overall assessment ofthe course. Finally, the strengths and limitations of the system’s implementation are discussedwith recommendations for new engineering faculty and/or first-time users of the technology.
AU  - Ordel Brown
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Enriching the Synergetic Instructor–Student Assessments with a Web-based Audience Response System
UR  - https://peer.asee.org/24012
DO  - 10.18260/p.24012
ER  -