CONCEPTESTS AND A PERSONAL RESPONSE SYSTEM: USING TECHNOLOGY TO ENHANCE INQUIRY-BASED LEARNING IN AN INTRODUCTORY GEOLOGY COURSE

Conceptests were developed as part of the peer instruction technique used to teach physics. Peer instruction divides class time between short lectures and conceptual multiple-choice (conceptest) questions. We have adapted this technique for use in an introductory Earth Science course for non-majors with an enrollment of 160. We used conceptests as a formative assessment tool to determine students' understanding material discussed in class.

Conceptests involve questions designed to assess student understanding of the principal concepts underlying lecture material. Conceptests correspond to the comprehension and application levels of Bloom's taxonomy. Examples of comprehension questions can fall into several categories and include interpreting, summarizing, exemplifying, classifying, inferring, comparing, and explaining (Anderson and Krathwohl, 2001).

The procedure for using conceptests follows. 1. Instructor posts a question on the screen. Students consider the question individually or in pairs for a short time (30 seconds to 1 minute) and select an answer. 2. Students indicate their answer choices using an electronic classroom communication device known as a Personal Response System (PRS, see www.educue.com). The PRS device consists of handheld transmitters that send signals to receivers connected to a computer. The computer is programmed to register when student responses are recorded and to plot the number of responses for each potential answer. Transmitters allow students to anonymously select a specific answer and to indicate their level of confidence with their choice. 3. The instructor evaluates student responses and may provide additional information before moving on to the next step. 4. Students take 1-2 minutes to discuss the reasons for their choices with their neighbors (peer instruction) in pairs or small groups before voting again on their response. This process usually results in an increase in the number of correct answers and an increase in student confidence in their answer choices. 5. Finally, group spokespersons are polled to provide a brief explanation of the correct answer.