Principles for Constructing Good Clicker Questions: Going beyond Rote Learning and Stimulating Active Engagement with Course Content

Abstract

Clickers are also referred to as classroom response systems. They are small-handheld electronic devices that resemble a television remote control, used by students to respond to questions posed by instructors. Typically, questions are provided to students using electronic on-screen presentations. Results of students' responses can be immediately displayed. This display of students' responses allows instructors to gauge the level of understanding of their students, and allows students to reflect on their knowledge of the concept at hand. This gives instructors and students immediate feedback regarding students' knowledge. The use of clickers engages students to actively participate in class sessions. Using a classroom response system makes students accountable, and requires them to respond to questions posed during class. This article will describe tips and techniques to assist instructors to develop effective questions that can be used in conjunction with classroom response systems. The development of effective questions determines the outcome of whether or not the use of a classroom response system is a useful teaching tool. At first impression, one might think that having students respond to multiple-choice questions inspires a rote-learning environment. If instructors take the time and put forth effort to fully consider the best ways to implement clicker driven questions that target higher levels of learning, then classroom response systems can become a very effective learning tool.