Abstract:
Modern classrooms see many innovative practices in facilitation. Most facilitators prefer using presentations animated videos and multimedia to better explain their content. Campuses are Wi-Fi enabled and students use tablets, laptops and smartphones to capture the essence of a lecture. However the one area where technological innovation is still lagging behind, in an academic setup, is in assessment. This paper looks at the perception of students to the use of clicker technology as a form of paperless assessment. Clicker technology was introduced as a tool for conducting formative and summative assessments to a first year electrical engineering subject, Digital Systems 1. The paper first elaborates on the significance, types and the methods of academic assessments. It then discusses the pros and cons of assessments using clicker technology. Thirdly it sheds light on the research methodology used in acquiring data for this research. Finally the results are analyzed which among others show that that 71% students enjoyed using clickers in class for formative assessments while only 52% appreciated its use in summative assessments. One of the reasons touted for this decrease is student anxiety. The key recommendation from this research is to increase the use of these assessment techniques within a formative assessment environment so as to familiarize students to eventually use it with confidence in summative assessments.
