Summary of Schoolzone evaluation of AlphaSmart Classroom Response System (CRS)
Full details found at www.schoolzone.co.uk

All evaluators of the CRS voting system were enthusiastic about the system, as were the students in the classes that were included in the trial. No significant difficulties were encountered with installation or use. The teachers commented that the display screen on the handheld unit makes it unique in the marketplace.

They saw it as an advantage that the system is wireless and that any unit can be used by any pupil, but that each student can access personalised questions via a PIN number. Teachers used the CRS to create their own tests and quizzes, which were then
marked and the results displayed. It was tested with PowerPoint (PPT), interactive whiteboards (IWB) and resources found on the internet.

The CRS was used to create different types of questions and they noted that answers can be weighted to allow for differentiation. The units were used for homework and the potential for use outside the classroom was mentioned, if they have
been programmed with questions in advance.

The teachers commented on the fact that quizzes or tests designed to be used with the CRS could be differentiated to suit all abilities, and that all were encouraged to participate in lessons by the degree of confidentiality afforded by the system. This affected both extremes of the ability scale: the very able as well as the less able. The CRS enabled teachers rapidly to assess learning in the classroom and hence adapt planning, even in the course of a lesson. They were better able to target resources to those students who needed them as a result. The possibility of enlarging text was invaluable to enable a child with significant sight impairment to use the CRS.

The system of unique identification allowed the teachers to track children individually as well as showing general trends. This information could be stored and output in a variety of ways and enabled the teachers to share the data with the children to demonstrate their learning. This resulted in children asking for more tests to show their progress. One teacher commented that teachers' time is saved by the analysis of results via the CRS.

The teachers found the handheld units to be robust. It was felt that the CRS could be used for any subject, or for voting on class or school issues. It enabled teachers to use a variety of questioning and gave pupils ownership of their learning.

Student reaction to the CRS was positive. Initial excitement gave way to sustained enjoyment. Teachers noted improved student engagement, a demand for further opportunities to use the equipment and an increase in competitiveness. Pupils are able to
input their answers anonymously and this enables those from both extremes of the ability spectrum to demonstrate their knowledge without fear of being judged by their peers. Teachers noted that they were able to gather information about individual student progress, store this information and output it in various formats. The pupil results could be tracked over a term. They were able to share this information with pupils and their parents.

Both students and teachers enjoyed the AlphaSmart CRS evaluation. The teachers felt that there were significant benefits in using the system and all would buy it. The students responded enthusiastically and even demanded more work to demonstrate their progress, as shown on the CRS reports. A demonstrable increase in student participation levels in class was noted. The design of the system was commented on favorably, especially the robust handsets and the wireless technology. No technical problems were encountered during the evaluation period.

Differentiation and special needs were felt to be well catered for. The system enabled teachers to target their resources to those
most in need. Individual tracking and analysis was seen to be beneficial and a time saving tool for teachers.

Primary Using CRS in the classroom »		Secondary Design and navigation of CRS »