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Appendix A
Appendix B
Appendix C
Appendix D
Click here to download
the PRS software (version 2.47) in self-executable format
Instructions:
After the download, double-click on the prs.exe file to extract the
installation program. After the extraction, go to the folder where
you extracted the files (by default, the folder location is "c:\prs247")
and double-click on the file "setup" to start the installation
program.
User's
manual (pdf format)
Short
instruction (pdf format)
Notes
to students (pdf format)
Guides
for new faculty users of PRS (pdf format)
ConcepTests
for "Introductory Physics" (pdf
format)
Questions
about Physics for ClassTalk (pdf
format)
ConcepTests
for Chemistry
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(Appendix A)
Instructions:
Please note that in this questionnaire,
"lecture classes" refers to traditional lectures without the use of
PRS.
"PRS classes" refers to lectures using the PRS system.
From Q1 to Q12, please choose your answer from below:
|
A
|
agree strongly |
|
B
|
agree |
|
C
|
neutral |
|
D
|
disagree |
|
E
|
disagree
strongly |
|
1.
|
I
attend PRS classes more regularly than I would the more traditional
lecture classes. |
|
2.
|
I
pay more attention to what is going on in lecture classes than in
PRS classes. |
|
3.
|
I tend to read the materials to be covered ahead of time more often
in PRS classes than in lecture classes. |
|
4.
|
I
do more thinking during PRS classes than in lecture classes. |
|
5.
|
I
often discuss the PRS questions with my classmates before making
a response. |
|
6.
|
Discussing
the PRS questions with my classmates before answering helps me learn.
|
|
7.
|
Knowing
how my classmates respond to questions in class increases my interest
in the subject matter. |
|
8.
|
I
often find the PRS questions challenging. |
|
9.
|
Some
PRS questions make me try hard to make sense of the subject matter. |
|
10.
|
Sometimes,
I had suddenly understood a concept while we were talking or thinking
about a PRS question. |
|
11.
|
PRS
helps me to learn the subject matter of this course in greater depth.
|
|
12.
|
I
prefer the more traditional lecture approach over the newer PRS
approach. |
|
13.
|
Very often when I was asked to respond
to the PRS questions, the amount of time given to me was
|
A. too long.
|
B. about
right.
|
C. too short.
|
|
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(
Appendix B )
I, _____________________________, the undersigned, a
registered student of the Hong Kong University of Science and Technology
(HKUST) with student ID number _________________, agree to surrender the
PRS handset loaned to me to this counter at the conclusion of my study
at HKUST. I also agree to 1) return the unit in working order and with
all stickers and decorations removed and 2) pay a replacement fee of
HK$250 in the event that the said handset is lost, stolen, disfigured
or damaged by misuse.
| ____________________________ |
________________ |
| (Signature) |
(Date) |
Click
here to download the PROMISSORY NOTE (pdf
format)
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(Appendix
C)
There are two main parts in the file. The first
part is the event-by-event records of the answers received for all the
questions asked in the session. The second part is the corresponding
statistical summaries.
| Session
ended on Friday |
Aug
21 1998 02:41:13 PM |
| Question |
Time |
Attempt |
Seat |
ID |
AB
(B = shared) |
Answer |
CL |
| 1 |
0:17 |
1 |
|
980000099 |
A |
1 |
M |
|
1
|
0:25 |
1 |
|
980000056 |
A |
1 |
M |
| 1 |
0:29 |
1 |
|
980000086 |
A |
1 |
M |
| 1 |
0:32 |
1 |
|
980000021 |
A |
1 |
M |
| 1 |
0:36
|
1 |
|
980000087 |
A |
5 |
M |
| 2 |
0:07 |
1 |
|
980000099 |
A |
5 |
M |
| 2 |
0:02 |
1 |
|
980000056 |
A |
1 |
M |
| 2 |
0:05 |
1 |
|
980000086 |
A |
2 |
M |
| 2 |
0:04 |
1 |
|
980000021 |
A |
3 |
M |
| 2 |
0:01 |
1 |
|
980000087 |
A |
2 |
M |
| Question |
Answer |
All |
Low
CL |
Medium
CL |
High
CL |
% |
%L |
%M |
%H |
| 1 |
1 |
4 |
0 |
4 |
0 |
80 |
0 |
80 |
0 |
| 1 |
2 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| 1 |
3 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| 1 |
4 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| 1 |
5 |
1 |
0 |
1 |
0 |
20 |
0 |
20 |
0 |
| 2 |
1 |
1 |
0 |
1 |
0 |
20 |
0 |
20 |
0 |
| 2 |
2 |
2 |
0 |
2 |
0 |
40 |
0 |
40 |
0 |
| 2 |
3 |
1 |
0 |
1 |
0 |
20 |
0 |
20 |
0 |
| 2 |
4 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| 2 |
5 |
1 |
0 |
1 |
0 |
20 |
0 |
20 |
0 |
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Line-by-line descriptions are given below.
| Line 1 |
The date and time
the file was created. |
| Line 2 |
The headings of
the respective columns. |
| Line 3 to 12 |
The record of the
10 events corresponding to 2 questions each answered by 5 students;
for each event, |
| Column 1 |
Question number.
|
| Column 2 |
Elapsed time when
the last answer attempt was received. |
| Column 3 |
Number of answer
attempts. |
| Column 4 |
Label on the "display
boxes" (blank since no "Class File" was used). |
| Column 5 |
ID number of the
Transmitter. |
| Column 6 |
Code for one or
two users per Transmitter (one user for this example). |
| Column 7 |
Answer recorded. |
| Column 8 |
Confidence level
attached to the answer. |
| Line 13 |
The headings of
the respective columns. |
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| Line 14 to 23 |
The statistical
summaries of the answer choices per question for the 2 questions
each with 4 multiple choices. |
| Column 1 |
Question number. |
| Column 2 |
Choice of answer. |
| Column 3 |
Number of students
selected this choice regardless of the confidence level (CL). |
| Column 4 |
Number of students
selected this choice with a low CL. |
| Column 5 |
Number of students
selected this choice with a medium CL. |
| Column 6 |
Number of students
selected this choice with a high CL. |
| Column 7 to 10
|
Entries in Column
4 to 6 in percent. |
A
session file taken under exactly the same conditions as the example
above except that the 'Audience' was set for 'Anonymous' (poll mode)
will have ID information column absent.
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(Appendix D)
The answer file is used for marking session
file saved after a quiz session. Its structure is very simple.
It is a CSV file like the session file. The 1st column
is the question number and the 2nd column is the corresponding
answer, as shown here:
|
Question
|
Answer
|
|
1
|
2
|
|
2
|
3
|
|
3
|
1
|
You can create the file using Excel and then
save it as an CSV file.
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