The lecturer also reported that although the findings relating to the students were positive, this approach to assessment was time-consuming and required substantial, advance planning.
The key research findings were that the clicker technology wholly facilitated the formative use of summative assessment and that the students reported that this assessment tool enhanced their course engagement. The data was analysed using descriptive statistical analysis and thematic analysis for the closed-ended and open-ended questions, respectively. The data consisted of students' responses to a questionnaire and field notes from the lecturer. The research participants included eight pre-service teachers enrolled in a second-year mathematics content course and one lecturer who facilitated the course. The research investigated the formative use of summative assessments administered by clicker technology. This paper presents findings from an action research study that incorporated these two elements with the aim of improving student engagement with the course materials and formative assessment. Teachers often struggle with finding innovative ways to incorporate both technology and formative assessment into their classroom practice. Two central foci of efforts to reform mathematics education are use of technology and student assessment.
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