Classroom Response Systems (CRS) is a technological way to assess students, more commonly known as Audience Response Systems.
Unpublished research results by Ward in the early 1990s measured the difference between known interactivity in the traditional classroom (30 students - 1 teacher) and that of a technology-empowered classroom (30 students - 1 teacher plus technology). The technology-empowered classroom was over 1000% more interactive than the traditional classroom. These results laid the basis for efforts toward an interactive technology-empowered learning environment. The learning benefits of questions cannot be achieved if students don't participate in the processing of questions and formulation of answers to the questions. The CPS-empowered classroom provides the quantitative tools to influence the processing of questions and formulation of answers by the student in a non-threatening and positive manner.
The instructor is able to ask objective and subjective questions of each student. The questions come from a computer, and are displayed for each student to view. Each student can answer their test questions at their own pace and respond with a remote control device ("clicker"). A radio or infrared transmitter picks up the student's response and sends it to the computer, which stores the responses and can provide detailed reports. This system allows instructors to obtain immediate feedback from each student. The system keeps a log of every class session, so student records are always available. The main goals of the Classroom Performance System are to "Engage, Assess, and Achieve" in a variety of learning environments.
For larger classrooms (more than 30 students), the increasing smartphone penetration, together with widespread Wi-Fi in classrooms or conference centers allows to use browser based systems for realtime polls, engagement or interactivity.
Synonyms are Personal Response Systems (PRS), Audience Response Systems (ARS?), Classroom Performance Systems (CPS).
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—Henry David Thoreau (1817–1862)