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…

While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of this paper is to systematically review and synthesise empirical research on the use of technology…

Flipped classrooms are by design highly interactive. As a result, formative assessment is a necessary component of the flipped classroom. Professors need to be able to assess students' in the class, use this assessment information to inform classroom activities in real time and personalize learning for their students. One way to integrate…

Providing high quality formative feedback to large and very diverse cohorts of students taking short intensive blocks of teaching (block release) has become crucial in management education provision. The paper proposes the exploitation of classroom response technology (CRT) to evaluate learning activities of students taking block release modules.…