CRiSP: an instrument for assessing student perceptions of classroom response systems

Article

Richardson, Alice M., Dunn, Peter K., McDonald, Christine and Oprescu, Florin. 2015. "CRiSP: an instrument for assessing student perceptions of classroom response systems." Journal of Science Education and Technology. 24 (4), pp. 432-447. https://doi.org/10.1007/s10956-014-9528-2
Article Title

CRiSP: an instrument for assessing student perceptions of classroom response systems

ERA Journal ID20664
Article CategoryArticle
AuthorsRichardson, Alice M. (Author), Dunn, Peter K. (Author), McDonald, Christine (Author) and Oprescu, Florin (Author)
Journal TitleJournal of Science Education and Technology
Journal Citation24 (4), pp. 432-447
Number of Pages16
Year2015
Place of PublicationDordrecht, Netherlands
ISSN1059-0145
1573-1839
Digital Object Identifier (DOI)https://doi.org/10.1007/s10956-014-9528-2
Web Address (URL)http://link.springer.com/article/10.1007/s10956-014-9528-2
Abstract

This paper describes the development and validation of an instrument for evaluating classroom response systems (CRS). While a number of studies evaluating CRS have been published to date, no standardised instrument exists as a means of evaluating the impact of using the CRS. This means that comparing the different systems, or evaluating the benefits of using the CRS in different ways or settings, is very difficult despite the number of published reports, as indicated by Kay and LeSage (2009). An instrument was developed, called the classroom response system perceptions (CRiSP) questionnaire, which allows the evaluation of varied CRS on three scales: the usability; the impact on student engagement; and the impact on student learning. The development of CRiSP was undertaken in three universities, using different CRS, and evaluated through focus groups, one-on-one interviews and a factor analysis of the survey responses. We found no evidence of difference on the scales according to gender or age groups. The final CRiSP questionnaire consists of 26 base questions, with additional optional questions available. This paper proposes that the CRiSP Questionnaire could, in its current state or with minor changes, be used to evaluate the impact on learning of other classroom technologies also.

KeywordsCRS; clickers; learning; teaching; instrument development; scale validation
ANZSRC Field of Research 2020390199. Curriculum and pedagogy not elsewhere classified
390405. Educational technology and computing
390402. Education assessment and evaluation
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Institution of OriginUniversity of Southern Queensland
Byline AffiliationsUniversity of Canberra
University of the Sunshine Coast
School of Agricultural, Computational and Environmental Sciences
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