Using Clickers to Collect Formative Feedback on Teaching: A Tool for Faculty Development

Abstract

Incorporation of clicker technology in an introductory chemistry class is described as a method for collecting and automatically tabulating student feedback for use in formative faculty development. Students are polled in real-time on issues of classroom management and the success of various teaching methods. Tabulated data is displayed on the classroom screen and used to facilitate classroom discussion. This method was introduced in a first-year general chemistry class for non-majors and resulted in unusually high student evaluation marks in categories related to communication with the instructor. The success of the method was evaluated using midsemester and final student evaluations, informal written student evaluations, peer observation, and instructor reflection.