Figure 2. Analysis of students’ feedback gained from each two rounds of three clicker sessions indicated by the percentage of correct and false answers. Identical questions were asked in the 2013 (A) and 2014 (B) classes. Sessions were conducted at different days; Rounds 1 and 2 were performed on the same day at the beginning and end of the respective lecture. Δ_R2-R1: Increase of correct answers (%) from Round 1 to Round 2. CA₁₀₀: Percentage of questions correctly answered by all students

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Implementation of a Technology-supported Three-stage Classroom Feedback System for Promotion of Self-regulation and Assessment of Student and Teacher Performance

Volker Patzel

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