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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 Learning Analytics: A Classroom Response System’s impact on Summative Assessment Tucker, Eric J. In: SoTL Commons Conference (2022) Abstract: The study examines how a classroom response system is used to evaluate the impact of formative assessment on summative assessment performance. This study extends the current use of classroom response systems for real-time engagement to a system that offers longitudinal measures to support student self-monitoring and improved faculty insight. This study combines learning analytics, formative assessment, and classroom response systems research using a descriptive and correlational approach. This study used a "what works" SOTL approach. The results show that the correct/incorrect post-evaluation of formative assessment performance provides insight into summative assessment performance. Keyword: and Research; Classroom Response Systems; Clickers; Curriculum and Instruction; Education; Educational Assessment; Educational Methods; Evaluation; Formative Assessment; Higher Education; Learning Analytics; Social and Philosophical Foundations of Education; SOTL URL: https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/81 BASE Hide details

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