고등학교 생명과학 수업의 진단평가 및 형성평가에서 교실응답시스템의 활용 효과 = Practical Use of the Classroom Response System, CRS for Diagnostic and Formative Assessments in a High School Life Science Class

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the potential of the use of Classroom Response System (CRS), a kind of new ICT medium, in the quiz problem-solving oriented high school life science class. To find usefulness of CRS as a teaching and learning strategy, CRS group (n=34) sent prompt individual answers to the teachers` questions using CRS terminal (Clicker), and then the teacher asked additional individual reasons and gave personalized feedbacks. In the control group (n=35), CRS was not used while the teacher asked overall questions and gave feedback in an undifferentiated way. As a result, using CRS increased students` interest and concentration during class, but there were no significant differences in study achievement between the two groups. However, there were significant differences between the medium-level groups when the two groups were divided into smaller ones based on their pre-scores. We suggest that, for the effective CRS for diagnostic and formative assessment, teachers should develop the teaching and learning strategy that can produce appropriate questions with various levels in advance, investigate exact reasons for students` answers, and give customized feedback by individual as much as possible.

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