UTILIZING A CLASSROOM PERFORMANCE SYSTEM AS AN INSTRUMENT TO MEASURE STUDENT COMPREHENSION IN INTRODUCTORY GEOLOGY COURSES

A classroom performance system (CPS) is used in the author's sections of introductory geology courses because it provides immediate feedback on student performance. Conceptests, image analysis, concept maps (multiple choice format) and open-ended questions are the learning tools used to measure student success. Student CPS responses are projected on the screen in bar graph format and saved on the computer for post-lecture analysis. Typically, each class period begins with the assessment of student comprehension of reading assignments; first as individual responses, followed by group discussion and a second chance to respond. Group discussion results in improvements ranging from 0% to over 30%. Topical material is then presented (PowerPoint) and a CPS concept question is asked using the same format (individual followed by group response). Immediate assessment of the comprehension level allows for further review or presentation of new lecture material. CPS based instruction in the author's introductory geology courses has lead to high average attendance (85%), student retention (92%) rates and improved performance on exams. CPS also is a time saving tool for assessing student performance in the classroom. Grading of student hand written responses of an in class exercise in pre-CPS inquiry based instruction sections of introductory geology (35-130 students/section) was very labor intensive (up to two hours/exercise).