Primary and Early Years > Technology > Interactive voting systems

P19: Using the Classroom Performance System (CPS) for spelling tests
Author: Viv Bailey, Class Teacher, Warren junior School, Barking and Dagenham
Date: 2005

The teacher investigated how using the CPS zappers could contribute to weekly spelling tests. She compared the children's performance on the same spelling tests given seven weeks apart, once completed as a written test, and once using the zappers. She then focused on the results of six children's scores in greater detail, these children being representative of the different levels of ability in her class.

All of these children gained different scores according to the method by which the test was administered - some improved and some got worse. The teacher therefore concluded that using the CPS technology to give spelling tests did not provide her with a true reflection of her pupils' spelling ability. The teacher acknowledged the motivating effect which the zappers had on the children and its efficiency from her point of view, but felt that in this instance using this kind of multiple choice test was inappropriate.

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Primary and Early Years > Technology > Interactive voting systems

P41: Evaluating the contribution of Activote within the classroom
Author: Martin Holt, Hunwick Primary School
Date: 2005

Summary

The teacher incorporated the Activote system into numeracy lessons to see if it had a positive effect on children with Special Educational Needs (SEN). He found that the children enjoyed using Activote, leading to greater participation from children normally reluctant to contribute in class. He also saw evidence of improved results in maths tests.

Action

The teacher used Activote in numeracy lessons with an interactive whiteboard to display a pre-prepared Activ Studio 2 flipchart containing 8 maths questions, based on the Year 5 National Numeracy objective to use decimal notation for tenths and hundredths. This allowed him to assess a particular learning objective for each individual, while the children were given practise of using mental methods of calculating answers within a limited time - a requirement of the SATs mathematics examination.

Outcomes

The teacher noted that the instant feedback from Activote enabled him to provide tailored guidance to those pupils who needed it, particularly children who would normally be reluctant to participate in class discussions. He also found from the children's comments that they enjoyed using Activote and that this led to an improvement in results under test conditions.

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Primary and Early Years > Technology > Interactive voting systems

P45: Evaluating the contribution of Activote as a Formative Assessment Tool
Author: Julie Toothill Hartside Primary School
Date: 2005

Summary

Julie Toothill evaluates the use of a Classroom voting system. She makes the following observations:

Although children enjoy using Activote and treat it like a game, their results show that they are careful about their answers and want to get it right.

Where children chose to randomly select some of their answers, the total results were generally an accurate indication of their ability nevertheless. However, children with special educational needs (SEN) seem to under perform, consistently guessing answers and getting them wrong.

With the exception of SEN children, the children saw discussion of the results as a constructive and positive experience.

Julie concludes that the voting system is most useful when it is used as an assessment for learning and the children are motivated to use the results to inform and take responsibility for their future learning.

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