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A method that provides tremendous benefits to both instructors and students is described in this paper. The method is based on asking a multiple choice question after every 10 to 20 minutes of a lecture and getting responses from all the students. The students respond by raising a card which displays the letter corresponding to their choice of answer. The method is easy to implement in any traditional lecture setting. It provides instant assessment of student learning and lets an instructor take corrective measure, if necessary, in the same class period. The method allows all the students in a class to actively participate, evaluate their own performance, and reflect upon what they have learned. The method works well either in a small or a large class and it typically creates an atmosphere of fun and learning in the classroom.

The primary purpose of classroom assessment is to determine how well students are learning on a continuous basis and to take necessary corrective action as soon as possible to improve their learning. This paper describes a computerized assessment technique that can be used effectively and easily in large classes. The technique allows instructors and students to monitor the learning process on a daily basis and to quickly point out the need for corrective action, if necessary. Students can view their performance and also the average class performance on the web. The graphical displays allow them to see the trend of their performance over several days. Several reports, automatically generated for instructors, allow them to determine promptly how well certain concepts or topics are learned by students. Use of special codes and optical scanning sheets minimize paper shuffling in large classes, and the computer program automatically grades and updates the database. The program is fairly general and has friendly interfaces; thus, it can be implemented for use by faculty at other universities. According to student response sheets, 80 to 97 percent of the students find different aspects of the technique to be effective in improving teaching‐learning in large classes.