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dc.contributor.authorMcDermott, Geraldine
dc.contributor.editorRyan, Michael F.
dc.identifier.citationMcDermott, G. (2022). Using Vevox Live Polling As A Formative Assessment Tool. In: Ryan, M.F. Compendium of Active Learning & Assessment for Student Engagement. Vol.2 TUS:MM. p,55en_US
dc.description.abstractSummary of Teaching & Learning Context I teach an online Research Methods module to approximately 35 Level 9 postgraduate students on the PG Diploma in Financial Management and the PG Diploma in Quality Management and Validation. Student engagement can be difficult in the online teaching and learning environment, especially within larger groups. Often, within the group there are students who prefer not to have their camera or microphone on, so the challenge for me teaching online is to ensure that these students are still actively participating in the activities. Because some of the concepts I teach in this module can be difficult for students to understand, I wanted to use a formative assessment tool that would allow students to respond to questions anonymously, which had the double advantage of allowing them the opportunity to engage with the material and providing me with an insight into their understanding of the concepts. I use Vevox primarily to: • Find out what students know about a topic before I begin the class (background probe) • Gauge understanding of a topic that I’ve covered, especially muddy points in a moduleen_US
dc.publisherTechnological University of the Shannon Midlands Midwesten_US
dc.relation.ispartofCompendium of Active Learning & Assessment for Student Engagement. Vol.2en_US
dc.rightsAttribution- 4.0 International*
dc.subjectLearning & teachingen_US
dc.subjectActive learningen_US
dc.titleUsing Vevox Live Polling As A Formative Assessment Toolen_US
dc.contributor.affiliationTechnological University of the Shannon Midlands Midwesten_US
dc.subject.departmentDepartment of Quality, Teaching and Learning, TUS Midwesten_US

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Attribution- 4.0 International
Except where otherwise noted, this item's license is described as Attribution- 4.0 International