Innovative Applications of Classroom Response Systems: Investigating Students’ Item Response Times in Relation to Final Course Grade, Gender, General Point Average, and High School ACT Scores
With the introduction of classroom response systems (CRS) in physics classrooms, instructors are now able to examine assessment parameters that are commonly described in the standardized assessment literature but were not previously available. The purpose of this research was to examine the relationship between students’ item response time for answering multiple-choice questions posed in an Introduction to Physical Science course offered during the summer of 2004 and variables such as gender, grade point average, ACT scores, and final grades.
