期刊名称：Journal of the Scholarship of Teaching and Learning
印刷版ISSN：1527-9316
出版年度：2017
卷号：17
期号：4
页码：104-125
DOI：10.14434/josotl.v17i4.22068
语种：English
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：Asking students to raise their hands is a time-honored feedback mechanism in education. Hand raising allows the teacher to assess to what extent a concept has been understood, or to see where the class stands on a particular issue, and then to proceed with the lesson accordingly. For many types of questions, as the evidence here demonstrates, the tally from a public show of hands misrepresents the true knowledge or preferences of the class. The biases are predictable and systematic. Specifically, students raising their hands tend to herd and vote with the majority answer. Beyond impeding the teacher’s ability to assess her class, such herding threatens to diminish learning by limiting the level to which a student engages with the questions posed by the teacher.
