Document Type

Poster

Publication Date

2010

Abstract

In Introductory Psychology, 30 graduate TAs/faculty teach 2700 students annually. This year we developed an assessment program to improve student learning and graduate teaching training (Shigeto et al., 2010). Part of the program studied the pedagogical value of using student response systems to answer in-class multiple choice questions. Prior research lacks scientific rigor and provides equivocal evidence that SRSs improve learning (Caldwell, 2007).

Comments

Poster presented the National Institute on the Teaching of Psychology, St. Petersburg Beach, FL. January, 2010.

Rights

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