Student Response Systems (SRS) are widely used to assess classroom comprehension, yet digital platforms present known challenges, including superficial engagement, technological inequity, and the ethical problems posed by the datafication of student life. In this paper, we present and quantitatively assess the URN TRUTH methodology, a manual, marble-in-urn voting system, as a model to test whether a low-tech, physical alternative can mitigate these drawbacks. The model is tested against empirical data gathered from nine lab groups across six practical sessions in a university-level physics course. We hypothesize that the system's requirement for a deliberate, embodied interaction fosters a more robust metacognitive self-assessment than is typical of rapid digital responses. The results reveal nuanced patterns in student preparation and perceived learning, and suggest that the procedural anonymity of the physical system reduces social desirability bias, while its simplicity removes technological barriers to participation. We conclude that this low-tech approach not only provides instructors with granular, real-time feedback but also offers a pedagogically sound and ethically robust alternative to digital systems, preserving a learning environment free from the concerns of data surveillance.

Keywords: Assessment, Physics, student response systems.