The Impact of TurningPoint

on Student Engagement
A look at the use of a clicker-based presentation tool
in the K-12 classroom
Brichaya Shah and Benjamin Harris
4/25/2011

The Impact of TurningPoint on Student Engagement

Contents
Executive Summary ...................................................................................................................................... 4
Introduction to the Report ............................................................................................................................. 6
Purpose of the Evaluation ......................................................................................................................... 6
Audiences for the Evaluation Report ........................................................................................................ 6
Limitations of the Evaluation .................................................................................................................... 6
Overview of Reports Contents ................................................................................................................. 6
Focus of the evaluation ................................................................................................................................. 7
Description of the Evaluation Object ........................................................................................................ 7
Evaluative Questions Used to Focus the Study......................................................................................... 7
Information Needed to Complete the Evaluations ................................................................................... 7
Brief overview of evaluation plan and procedures ....................................................................................... 8
Presentation of the evaluation results.......................................................................................................... 10
Summary of Evaluation Findings ............................................................................................................. 10
Participants and Setting ...................................................................................................................... 10
Data Sources ....................................................................................................................................... 10
Methods .............................................................................................................................................. 10
Interpretation of Evaluation Findings ..................................................................................................... 11
Qualitative Analysis ............................................................................................................................. 13
Classroom Observations ..................................................................................................................... 14
Conclusions and Recommendations ........................................................................................................... 16
Criteria and Standards Used to Judge Evaluation Object ....................................................................... 16
Judgments about Evaluation Object ....................................................................................................... 16
Recommendations .................................................................................................................................. 17
Works Cited ................................................................................................................................................. 18
Appendices.................................................................................................................................................. 19
Appendix A .............................................................................................................................................. 19
Appendix B .............................................................................................................................................. 22
Appendix C .............................................................................................................................................. 23
Teacher Interview Transcripts ............................................................................................................ 23
Appendix D .............................................................................................................................................. 24
Evaluability Checklist........................................................................................................................... 24
2

The Impact of TurningPoint on Student Engagement

Appendix E .............................................................................................................................................. 25
Copy of the Georgia Class Keys Evaluation Document ..................................................................... 25
Appendix F .............................................................................................................................................. 26
Survey Data Results............................................................................................................................. 26

The Impact of TurningPoint on Student Engagement

Executive Summary
The study focused on TurningPoint, a clicker based presentation tool used in the K-12 setting. It
evaluated the use of Turning Point, and determined its level of effectiveness at keeping students on
task. Using this technology required a digital classroom environment that consists of a presentation
computer, a projector, and handheld clickers. Nelson Cue (1998) who determined that there was a
significant increase of student engagement by using Personal Response Systems bound the study in
research. The study also follows other research pertaining to engaging students in conversation with the
use of technology in the classroom (Cutts, Q., et al, 2004).
Teachers usedclassroom clickers to obtain feedback from students who in ordinary circumstances
choose to shy away or disengage from classroom instruction. Learning becomes fun and all students
have a voice in the classroom. For the purposes of this study, the evaluators synonymously used the
word clickers and classroom response system developed by Turning Technologies, which is a particular
student response system used in the Clayton County Public School district to implement audience
response technologies in the digital classroom environment. The antithesis to this study would be a
teacher that uses the traditional classroom questioning approach that either favors particular students
or favors learners that are more aggressive or have personalities that are more vocal. Clicker-based
presentation toolshave the potential to embed in various technologies while prompting students to
anonymously respond with a clicker remote control; therefore,teachers can use the technology as a tool
for formative assessment while acquiring data from shy as well as aggressive learners. In order for this
to become an effective technology, students must be engaged in the learning process. Juxtaposed
against traditional lecture instruction, using TurningPoint should engage learners with its interactivity in
the learning process. Even though the technology is interactive, it cannot compete with the level of
interaction that occurs in sophisticated video game consoles. The emphasis of this evaluation focused
on student behavior and the veracity that the technology engages student learning and helps teachers
provide effective instruction. The study focused on off task or disengaged student behavior. This
behavior can include sleeping, playing with peers, daydreaming, and general distractedness. Other
significant foci of this study were to look at student collaboration and discussion behavior while using
TurningPoint, as well as the teachers ability to differentiate instruction while using the classroom
clickers. The goal of this study was to discover if TurningPoint was a viable method of combating
student disengagement, which has been determined as a key factor for low student achievement in

4
Figure 1

The Impact of TurningPoint on Student Engagement

grades and standardized test scores (Figure 1). The intent of this study is to support teachers,
administrators, parents, and curriculum developers in the exploration of options to improve student
achievement.
The most important findings of the evaluation were that TurningPoint has a positive impact on student
engagement.During the observations, the evaluators also identified that if the teacher has a structured
lesson, students have less discipline problems and off-task behavior decreases. If the teacher is using
the classroom response system as a formative assessment, teachers have an opportunity to address
wrong thinking and encourage classroom discussion. The study also reveals that student interaction
could occur through competition, but teachers did not address this functionality in this evaluation. In
addition, teachers used TurningPoint as a means to differentiate instruction. They felt that it gives them
an opportunity to address learner needs and provide an engaging environment that would not have
been ordinarily available in a traditional chalk and board environment.

The Impact of TurningPoint on Student Engagement

Introduction to the Report

Purpose of the Evaluation
The purpose of this study isto gauge the impact of TurningPoint in classroom instruction. The study
exists primarily at the level of direct instruction the midstream impactees, the teachers. The teachers
exist at the K-12 level and were asked to provide an honest assessment of student behavior while using
TurningPoint in classroom instruction. The teachers provided quantitative and qualitative feedback to
student engagement as it relates to using the clicker-based technology in the classroom.
SurveyMonkey.com was used as the main data collection tool to determine teacher attitudes. The same
data was recorded by evaluators who observed classroom behavior while TurningPoint was in use. The
students were indirect participants or downstream impactees in the study.

Audiences for the Evaluation Report

Prominent stakeholders in this study included technology directors (who will initiate budgetary spending
on technology), students (who will receive instruction in desired format), administrators (who will
ensure technology use in the classroom), teachers (who will provide, and in some cases, modify
instruction), and parents (who are concerned about the type of instruction received in the classroom).
Budgetary decisions must account for the need to purchase, maintain, and upgrade equipment
necessary to support presentation software.

Limitations of the Evaluation

The limitations of the study were that not all teachers in the county were surveyed for this evaluation.
The survey was limited to teachers in Area 3. Also, teachers were recommended to take the survey
based on the knowledge level perceived by a schools media specialist. The political factors concerned
in this study relate to state educational budget cuts. If there is limited funding provided for education,
as well as technology, there will be resistance to the implementation of this study. Some may feel that
this is a moot point if money is allocated away from technology support.

Overview of Reports Contents

This report contains a focus of the evaluation, the plan that was implemented in evaluation procedures,
presentation of the results of the findings, conclusions and recommendations of the evaluators, and all
documents administered and gathered from the evaluation.

The Impact of TurningPoint on Student Engagement

Focus of the evaluation

Description of the Evaluation Object
TurningPoint is an audience response system that integrates into existing software such as PowerPoint
and Study Island. Turning Technologies, the creator of TurningPoint, also has a stand-alone tool called
TurningPoint Anywhere. Clayton County Schools decided to purchase the equipment at a rate of one
classroom set per 10 digital classrooms with the aid of an educational grant.

Evaluative Questions Used to Focus the Study

Standards/Criteria Class Keys Teacher
Evaluation
Standards Based
SBI 1.5 The teacher uses accessible technology
Will the use of TurningPoint Clickers have a
effectively to enhance student learning.
positive effect on the engagement and on-task
behavior of K-12 students in the classroom?
SBI 1.2 The teacher emphasizes and encourages all
Will the use of TurningPoint Clickers affect an
learners to use higher-order thinking skills,
increase in student questioning and discussion?
processes, and habits of mind.
Evaluation Questions

Will the use of TurningPoint Clickers show a

difference in task-related student interaction
and collaboration?

SBI 1.4 The teacher uses flexible grouping

practices based on ongoing diagnostic and
formative assessment.

Will the use of TurningPoint Clickers help

teachers to better differentiate instruction.

SBI 1.3 The teacher makes appropriate use of

differentiation.

Information Needed to Complete the Evaluations

To complete the evaluations, the evaluators will need teachers who are competent in using
TurningPoint in classroom instruction. Teachers who are reluctant to technology would not serve the
purpose of this evaluation. Also, the evaluators will need to find teachers who are willing to allow the
critique of their classroom. The evaluators will need an instrument to aid in classroom observations to
help determine a measurable view of student engagement.

Brief overview of evaluation plan and procedures

Evaluation
Questions or
Objectives

Will the use of

TurningPoint
Clickers have a
positive effect
on the
engagement
and on-task
behavior of K12 students in
the classroom?

Information
Required

Grade-level,
level of
familiarity
with using
TurningPoint

Information
Source

Survey
K-12
Classroom
Teachers
(n=66)

Method for
Collecting
Information

Survey,
Observations,
and Interviews

Information Collection Arrangements

By Whom

Conditions

When

Internal
Evaluator for
Surveys,
External
Evaluator for
Observations.

Electronic
Surveys,
Live
Observations,
and Video
Observations

3/1
3/31

Observations
1 Elem
1 Middle

Analysis
Procedures

Grade-level,
level of
familiarity
with using
TurningPoint

Survey
K-12
Classroom
Teachers
(n=66)
Observations
1 Elem
1 Middle
1 High

Survey,
Observations,
and Interviews

Internal
Evaluator for
Surveys,
External
Evaluator for
Observations.

Electronic
Surveys,
Live
Observations,
and Video
Observations

3/1
3/31

Reporting of Information

To Whom

How
Technical
Report to
administrators
to discuss their
interpretation
of results.
Technology
Showcase
presentation to
share with
parents,
teachers, and
students

Technical
Report due

Technical
Report to
administrators
to discuss their
interpretation
of results.
Technology
Showcase
presentation to
share with
parents,
teachers, and
students

Technical
Report due

Results
from survey
will be
imported in
Microsoft
Excel to
chart data.
Results
from
checklist
will be
charted in
Excel.

Do 80% of
responders
believe that
clickers
positively
impact student
engagement
and on-task
behavior? Do
classroom
observations
reveal positive
student
behavior?

Technology
Director,
Administrators,
Parents,
Students, and
Teachers

Results
from survey
will be
imported in
Microsoft
Excel to
chart data.
Results
from
checklist
will be
charted in
Excel.

Do 80% of
responders
believe that
clickers
positively
impact student
student
questioning
and discussion?
Do classroom
observations
reveal
discussion?

Technology
Director,
Administrators,
Parents,
Students, and
Teachers

1 High
Will the use of
TurningPoint
Clickers affect
an increase in
student
questioning
and
discussion?

Interpretation
Procedures and
Criteria

When

4/25

Presentation to
Technology
Showcase
4/25

4/25

Presentation to
Technology
Showcase
4/25

The Impact of TurningPoint on Student Engagement

Evaluation
Questions or
Objectives

Will the use of

TurningPoint
Clickers show
a difference in
task-related
student
interaction and
collaboration?

Information
Required

Grade-level,
level of
familiarity
with using
TurningPoint

Information
Source

Survey
K-12
Classroom
Teachers
(n=66)

Method for
Collecting
Information

Survey,
Observations,
and Openended
Interviews

Information Collection Arrangements

By Whom
Internal and
External
Evaluator

Conditions

When

Electronic
Surveys,
Live
Observations,
and Video
Observations

3/1
3/31

Observations
1 Elem
1 Middle

Analysis
Procedures

Interpretation
Procedures and
Criteria

Reporting of Information

To Whom

How
Technical
Report to
administrators
to discuss their
interpretation
of results.
Technology
Showcase
presentation to
share with
parents,
teachers, and
students

Technical
Report due

Technical
Report to
administrators
to discuss their
interpretation
of results.
Technology
Showcase
presentation to
share with
parents,
teachers, and
students

Technical
Report due

Results
from survey
will be
imported in
Microsoft
Excel to
chart data.
Results
from
checklist
will be
charted in
Excel.

Do 80% of
responders
believe that
clickers
positively
impact taskrelated student
interaction and
collaboration?
Do
observations
reveal
collaboration?

Technology
Director,
Administrators,
Parents,
Students, and
Teachers

Results
from survey
will be
imported in
Microsoft
Excel to
chart data.
Results
from
checklist
will be
charted in
Excel..
Qualitative
responses
will be
analyzed in
Nvivo9
software.

Do 80% of
responders
believe that
clickers
positively
impact
differentiation
of instruction?

Technology
Director,
Administrators,
Parents,
Students, and
Teachers

When

4/25

Presentation to
Technology
Showcase
4/25

1 High
Will the use of
TurningPoint
Clickers help
teachers to
better
differentiate
instruction?

Grade-level,
level of
familiarity
with using
TurningPoint,
Qualitative
information
about
differentiation.

Survey
K-12
Classroom
Teachers
(n=66)
Observations
1 Elem
1 Middle
1 High

Survey, OpenEnded
Interviews,
and
Observations

Internal and
External
Evaluator

Electronic
Surveys

3/1
3/31

Do survey
responses
contain
references to
differentiation?

4/25

Presentation to
Technology
Showcase
4/25

Presentation of the evaluation results

Summary of Evaluation Findings
Participants and Setting
The participants in the survey portion of the study were 66 teachers of Clayton County Public Schools
who were identified for their willingness to use technology in their instruction. Of the 66 individuals
who chose to participate, 16.9% were elementary level teachers, 55.4% were middle grades teachers,
and 27.7% were high school teachers. One individual chose not to identify his or her grade level.
The participants in the classroom observation portion of the study were three teachers that were
recommended for their ability and willingness to use TurningPoint in their instruction. The teachers
allowed the videotaping and observation in a classroom setting as they used the classroom response
systems.
Data Sources
The evaluators decided to use SurveyMonkey.com, a web-based surveying tool, to collect responses
because it allowed a medium to reach a wide number of employees without the cost of travel. The
survey questions were designed to gather information specific to grade level as well as determine how
often an individual used TurningPoint in the classroom. For example, on question 3, if an individual
responded as never used TurningPoint in the classroom, the individual would be dismissed from
continuing the survey (Appendix A). The evaluators assumed that the participants would have the
prerequisite skills to complete an online questionnaire as the district frequently administers similar
instruments for various purposes.
The evaluators would observe three identified classes representing each grade level using a classroom
observation instrument (Appendix B). The classroom observation instrument was modified from a
checklist created by Dr. Richard Jones (2009). The Student Engagement Checklist provided a document
for observers to monitor specific behaviors of students to determine the level of engagement during a
particular assignment.
After observing the classes, the three teachers would be interviewed to give a personal assessment on
using TurningPoint in the classroom (Appendix C). A teacher from each grade level was identified
because of their willingness to engage learners with technology. Each classroom teacher was specifically
asked a general question, How has the use of TurningPoint aided your classroom instruction?
Methods
The internal evaluator retrieved survey data from SurveyMonkey.com, an online survey and data
analysis website. The survey is mostly based on the five-category rating scale principle where behavior
is gauged from strongly agree to strongly disagree. The survey (Appendix A) was designed to be
consistent with the standards that were to be addressed in the evaluation. Also,all qualitative data was
examined using NVivo9 software.

The Impact of TurningPoint on Student Engagement

The evaluators chose to observe classrooms with a modified classroom observation tool to include items
that focused on the evaluation standards. The internal evaluator videotaped the lessons so that other
stakeholders could view classrooms using the technology and have an external evaluator evaluate
student behavior based on the student engagement checklist (Appendix B).

Interpretation of Evaluation Findings

In analyzing the data, the majority of survey participants were middle school teachers at 55.4%. The
majority of participants have to reserve a set of TurningPoint kits from their school media centers.
24.6% of the participants have their own assigned set of clickers. Out of the 66 participants of the
survey, 7 participants were not allowed to proceed with the survey because they responded that they
never use TurningPoint in their class (Figure 2).

Figure 2

For the remainder of the survey, there were 59 potential participants because seven participants were
disqualified by never using TurningPoint in their classrooms. It was discovered that the majority of users
either used TurningPoint in conjunction with PowerPoint or used TurningPoint with the popular
classroom management system known as Study Island.

11

The Impact of TurningPoint on Student Engagement

Figure 3

91.3% of participants determined that students were either usually or very engaged when using
TurningPoint in the classroom (Figure 3). 86.3% of teachers believed that using TurningPoint has
increased either Teacher-Student or Student-Student discussion in the classroom (Figure 4). 80.7% of
teachers believed that TurningPoint had a much or great deal of improvement in student interaction and
collaboration (Figure 5). Overall, teachers believed, at 96.4%, that TurningPoint helped them to
differentiate instruction. The differentiation question encouraged teachers to explain how TurningPoint
helped or hindered the differentiation instruction (Appendix A).

Figure 4

Figure 5

12

The Impact of TurningPoint on Student Engagement

Qualitative Analysis
In analyzing the qualitative information, the evaluators chose Nvivo9, a qualitative analysis tool found at
http://www.qsrinternational.com. The portion of the survey that required text analysis was examined
for responses that directly addressed the standards as it specifically relates to Differentiation and any
indirect references to Collaboration, Engagement, and Discussion (Appendix A). Two percent of the text
responses to the question, Does TurningPoint Help or Hinder your ability to differentiate instruction?
were directly related to specific differentiation responses, while there was a comment that addressed
discussion (Figure 6).
Three teachers were asked to provide random thoughts about the benefits of using clickers in the
classroom instruction. The responses were varied, but typically referenced the reporting and
assessment features of the program. The teacher responses were analyzed in Nvivo9 to identify
references to the four main goals of the survey. Interview 1 from the Middle Grades (Appendix C),
through her response, did not mention any standard focus areas for the evaluation (Figure 7). Interview
2 from the Elementary Grades, mentioned engagement in her students (Figure 8), and Interview 3 from
the High School, mentioned both engagement and differentiation (Figure 9).

Figure 6

Figure 7

13

The Impact of TurningPoint on Student Engagement

Figure 8

Figure 9

Classroom Observations
Three classrooms were recorded from each grade area - elementary, middle, and high. The recordings
were submitted to an external evaluator to determine student behavior based on an engagement
checklist (Appendix B). The results of the evaluation were positive for elementary and high school levels
showing a high level of engagement to include classroom discussion and collaboration. The middle
school observation received very low scores particularly in the areas of collaboration and fun and
excitement (Figure 11).

14

The Impact of TurningPoint on Student Engagement

Student Engagement Walkthrough

Elementary School
Engagement Level

5
4
3
2
1

Series1

Positive Body
Language

Consistent
Focus

Verbal
Participation

Student
Collaboration

Fun and
Excitement

Figure 10

Student Engagement Walkthrough

Middle School
Level of Engagement

5
4
3
2
1

Series1

Positive Body
Language

Consistent
Focus

Verbal
Participation

Student
Collaboration

Fun and
Excitement

Figure 11

15

The Impact of TurningPoint on Student Engagement

Student Engagement Walkthrough

High School
Engagement Level

5
4
3
2
1

Series1

Positive Body
Language

Consistent
Focus

Verbal
Participation

Student
Collaboration

Fun and
Excitement

Figure 12

The elementary observation showed the highest levels of engagement with ratings in the high and very
high categories (Figure 10). The middle school observation showed the lowest levels of engagement
with ratings of medium, low, and very low ratings (Figure 11). Finally, the high school posted three high
ratings and two very high ratings (Figure 12). The evaluators must note, however, that the middle
school observation consisted of a different teacher delivery where verbal participation, student
collaboration, and fun and excitement were discouraged. The activity was perceived to be more of a
summative assessment rather than a formative assessment.

Conclusions and Recommendations

Criteria and Standards Used to Judge Evaluation Object
The effectiveness of TurningPoint was judged at a base rate of 80% in affirmative answers on survey
questions. The classroom observations were judged at successful ratings of Very High and High for
observable areas. The number of references of standards that focused the evaluation judged the
qualitative analyses of responses.

Judgments about Evaluation Object

The study reveals some interesting facts about Clayton County Public Schools use of clickers in the
classroom. Teachers who are willing to expose their students to this type of technology are more likely
to do so in conjunction with PowerPoint presentations or with Study Island. Some teachers are using
TurningPoint Anywhere, which allows them to poll on items such as Word or Acrobat documents. The
evaluation revealed that most teachers believe that TurningPoint increases student engagement.
Teacher ratings, interviews, and classroom observations support this fact. There is some discussion
about the use of clickers and its impact on collaboration and differentiation. Students tend to become
very excited by using the clickers and some teachers are not comfortable with allowing a noisy
16

The Impact of TurningPoint on Student Engagement

classroom. Some administrators may feel that a teacher that engages students with too much fun and
excitement may be at risk for discipline issues. The survey revealed that only 39.7% of respondents
answered that the clickers Always supported discussion, but the purpose of the lesson could have an
impact on this number. 80.7% of respondents answered in the affirmative that clickers increased
student interaction and collaboration. An undeniable 96.4% believed that using TurningPoint helped
them in their ability to differentiate instruction.

Recommendations
The evaluators recommend that the district explore funding avenues to give teachers one-to-one access
to a classroom set of clickers. Several teachers in the evaluation expressed a need to have their own set
of clickers. Almost 70% of responders revealed that they must share or reserve a classroom set. The
evaluators recommend that teachers undergo professional development to explore ways to increase
student collaboration while using the classroom response system and explore ways to implement
TurningPoint in other applications beyond PowerPoint and Study Island. The evaluators also suggest
training for administrators so that they may know the value of student competition and verbal
interaction while using clickers in instruction.

17

The Impact of TurningPoint on Student Engagement

Works Cited
Cue, N. (1998, December 10-12). Hong Kong SAR, China. Retrieved March 31, 2011, from A Universal
Learning Tool for Classrooms? In: Proceedings of the "First Quality in Teaching and Learning
Conference": http://celt.ust.hk/ideas/prs/pdf/Nelsoncue.pdf
Cutts, Q., Kennedy, G., Mitchell, C., & Draper, S. (2004, August 16-18). Maximizing Dialogue in Lectures
Using Group Response Systems. Retrieved March 30, 2011, from
http://www.dcs.gla.ac.uk/~quintin/papers/cate2004.pdf

18

The Impact of TurningPoint on Student Engagement

Appendices
Appendix A

19

The Impact of TurningPoint on Student Engagement

20

The Impact of TurningPoint on Student Engagement

Responses for Please Explain

It incorporates hands-on learning more.
It would if I could get a set for my room.
The kids will not control themselves if they get the chance to cheer after every answer to see
if it is correct on study island.
It helps because most times the responses are anonymous, so wrong answers are discussed
openly..
Turning Point is very labor intensive for teachers. Differentiation is more easily done by
dividing into groups and giving different assignments or elements of the same assignment.
unsure I'm a Media Specialist and usually do whole group instruction
I use results to determine individual weaknesses to differentiate and design small group
instruction
For kinesthetic learners, the chance to 'push a button' is an attraction. For visual learners,
the ability to view work on a screen and/or to see their results on an instantaneous chart is
motivation. For social learners, the chance to participate in a group activity makes it worth it.
For less confident learners, they can hide within the possible anonymity of the process.
Furthermore, it provides me with an alternate means of delivering instruction.
I easily identify the students who do need differentiation and remediation.
It gives me the ability to monitor my room and teach without being stuck in one small area.
The students feel as if they are not doing as much work when they use the clickers.
It is very interactive for the students. They enjoy using the TurningPoint. Also, it is very user
friendly.
21

The Impact of TurningPoint on Student Engagement

When using it I can focus on things the students don't understand.

Neither

Appendix B

Student Engagement Walkthrough Checklist

Observations
Positive Body
Very High
High
Medium
Low
Very Low
Language
Students exhibit body postures that indicate they are paying attention to the teacher and/or other
students.
Consistent
Very High
High
Medium
Low
Very Low
Focus
All students are focused on the learning activity with minimum disruptions.
Verbal
Very High
High
Medium
Low
Very Low
Participation
Students express thoughtful ideas, reflective answers, and questions relevant or appropriate to learning.
Student
Very High
High
Medium
Low
Very Low
Collaboration
Students frequently and openly discuss assignment with peers.
Fun and
Very High
High
Medium
Low
Very Low
Excitement
Students exhibit interest and enthusiasm and use positive humor.

The instrument was adapted from Student Engagement Teacher Handbook by the International Center
for Leadership in Education.

Works Cited
Jones, R. D. (2009). Student Engagement Teacher Handbook. Retrieved March 9, 2011, from
leadered.com: http://www.leadered.com/pdf/Student%20Engage%20handbook%20excerpt.pdf

22

The Impact of TurningPoint on Student Engagement

Appendix C
Teacher Interview Transcripts

Interview 1
I am [name omitted] 7th grade math teacher at Elite Scholars and I would just like to say that
turning point and study island both have helped my students increase their scores statewide
testing TurningPoint facilitates easy assessing and it also grades it for me so that's wonderful
less time for the teacher... Study Island just makes sure ... makes ... ensures that all everything
that we do in the classroom is aligned with the state standards so the two of them together have
been valuable to me and have made my first year as a teacher excellent.
Interview 2
[name omitted] TurningPoint is a good program to use with students keeps them... engaged
and very excited using the clickers to put in their responses as opposed to pencil and
paper.Sometimes they get tired of using pencil and paper ...They like to see the immediate results
showing how many people voted for each answer and if their answer was correct....I enjoy using
it. It helps me out a lot with the grading. ...It grades it for you. If you decide to use it as an
assessment ... if you just wanna use it as a review ... preparing for a test. It is also good so you
can see ... what skills each child is having difficulty with so that you can address those skills.The
before assessment - many different types of reports whichever one you want depending on the
detail that you want for that particular Turning Point. TurningPoint Anywhere is great because
you're not limited to just Powerpoint ... You can use Turningpoint in any program at all
..internet, Word document, Adobe file, it doesn't matter.You can use TurningPoint Anywhere
and get the same outcome.You still can pull your reports.Each clicker is attached to a student and
you can see how each student is doing individually.
Interview 3
The TurningPoint clickers have truly improved instruction simply because it allows us to
govern instruction based on data. Immediately we can see if the students have mastered the skill
by setting a baseline such as eighty percent and if less ...if the percentage drops then we know
that's a skill that we need to reteach ... It allows us to correct wrong thinking immediately and it
also engages the kids ... We can get feedback from kids we may not necessarily hear from by
show of hands ... It allows the kids who might be shy to also give us immediate feedback ... And
we also sometimes see those kids who are not apt to be verbal to get involved in the tactile nature
and the kinesthetic motions of Turning point, so it has improved all around.

23

The Impact of TurningPoint on Student Engagement

Appendix D
EvaluabilityChecklist

Step 1. Is there a contractual requirement to There is no contractual requirement of evaluation.

evaluate?
( If yes, initiate the evaluation; if no, go to step 2.)
Step 2. Does the object of the evaluation
have enough impact or importance to
warrant formal evaluation?
( If yes, go to step 3; if no, formal evaluation is
unnecessary, and you should discontinue further
use of this checklist.)
Step 3. Is there sufficient consensus among
stakeholders on the model for the program?
Its goals and objectives?
( If yes, go to step 4; if no, consider a needs
assessment study.)

Step 4. If the program has begun, are its

The evaluation will be completed internally.

The object of evaluation is extremely important as
it deals with quality of instruction which eventually
concerns itself with AYP

*Needs Assessment Study is considered

*Needs Assessment is considered

actions consistent with the program model?

Is achievement of goal( s) feasible?
( If yes, go to step 5; if no, consider a needs
assessment or monitoring evaluation to study
program modifications.)

Step 5. Is the proposed evaluation feasible

Yes, the evaluation is feasible.

given existing human and fiscal resources

and data availability?
( If yes, go to step 6; if no, find more resources
before proceeding or revise the scope of your plan.)

Step 6. Do the major stakeholders agree on

the intended use of the evaluation?
( If yes, go to step 7; if no, discontinue or focus on
those stakeholders who can use the information
effectively.)

*School administration will be the stakeholders of

concern who will use the information effectively

Step 7. Are the stakeholders in a position to Yes the stakeholders can truly benefit from and use
use the information productively?
( If yes, go to step 8; if no, discontinue or focus on
other stakeholders who can use the information to
make decisions or take action.)

Step 8. Will the decisions of your primary

stakeholders be made exclusively on other
bases and be uninfluenced by the
evaluation data?
( If yes, evaluation is superfluous discontinue; if
no, go to step 9.)

the information productively

No, the decisions of the primary stakeholders are

influenced by the administration both locally and in
the central office.

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The Impact of TurningPoint on Student Engagement

Step 9. Is it likely that the evaluation will

Yes

provide dependable information?

( If yes, go to step 10; if no, discontinue.)

Step 10. Is the evaluation likely to meet

Yes,

acceptable standards of propriety?

( If yes, go to summary. If not, consider other
means of data collection or discontinue.)

Summary: Based on steps 1 10 above, should an evaluation be conducted?

Yes
No

Appendix E
Copy of the Georgia Class Keys Evaluation Document

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The Impact of TurningPoint on Student Engagement

Appendix F
Survey Data Results

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The Impact of TurningPoint on Student Engagement

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The Impact of TurningPoint on Student Engagement

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