i have used variations of the 'minute paper' in my classes and find them to be helpful. they serve two purposes. 1) i can see by the 'most important or most interesting thing learned' responses how the material is coming across. 2) i share the 'unanswered question' responses with the whole class in the next meeting. there is a good chance that if one student has an unanswered question that other students have the same question and that the class will benefit from a discussion.
We can create a survey on learning preferences and previous experience.
Having a short quiz, like the one minute quiz, I find is a good and quick tool to assess student learning and see what students still do not understand or want clarified.
I find that telling a student they will be graded on a particular outcome makes them strive a little harder. We use a daily grade and honestly it is not the best choice as there is no rubric associated, if we have a practical exam with a rubric then the outcome is markedly diffrent.
I will use the following techniques to assist me. A knowledge assesment question. This will help me determine the knowledge to start with. This should allow me to build a better course material starting point.
Absolutely. I think without that feedback, the students may think their input had no value.
Hi Rob - i hope that this course has been useful for you. I know that i am always looking for ways to enhance my teaching and have often found suggestions from the students in this course!Best wishes for continued success in your teaching career!
In the previous sessions I have been challenged to improve my lecture/PowerPoint presentations, to engage the students more and to use questioning in the process. CATs, especially the one-minute paper and the punctuated lectures, look like an effective way to not only engage the student, but to also find out where I'm loosing them.
The process of having the students stop, summarize and reflect after a segment of learning sounds like an effective device. We assume the student does this after class, but I suspect many do not. It also seems a great way to collect unasked questions from the class that the instructor could then collectivly answer.
I agree, and I use this technique a lot. At least once or twice during each term, or as needed. I believe students are more open when they know their answer does not affect their grade. This way I get honest feedback.
Hello,
It is imperative that the instructor explain the significance of taking a CAT. However, I always strive to explain the relevance of each assignment.
Students understand. They know the difference between something that's meant to help them and busy work.
Hi Andrew,
The anonymous format is great. CATs can really open a student's eyes. I teach a developmental course, and sometimes I'll get students who feel as if they don't belong in that class. I have had students whose entire attitudes changed after taking a CAT.
Hello,
CATs are extremely important, especially at the beginning of the course. In addition to influencing one's teaching methods, CATs can also be used to direct students toward school resources, such as tutoring.
I really value the benefits that CATs can provide. They can serve to review, refocus, clarify, & confirm. I am eager to utilize the "Minute Paper" approach because it requires the active participation of the student to summarize the content, while also giving the student the opportunity to clarify any questions s/he may have. The responses can be very illuminating to the instructor based upon how individual students have processed the content. Instructors can then evaluate their own performance in regard to delivery, meeting the learning styles of their students, and questioning techniques (as introduced in previous modules) to help students grasp the content. So, in regard to feedback to my students, I would congratulate my students for the content that was accurately summarized, clarify any points that appear misinterpreted, and respond to any questions they may have to improve opportunities for growth.
This is a curious question because (as many other colleagues have mentioned in this discussion board) it really does depend upon the course you are teaching (and where you are teaching--that is on-ground as opposed to on-line). Some materials and formats are better suited to this assessment tool than others. So I guess I'll be thinking about this in terms of how I can use this method more in the different courses I teach.
The normal assessment techniques such as quizzes, tests, projects are important feedback if results are communicated quickly. I make sure all my tests etc. are graded and discussed by the next class at the latest. In many cases we discuss the quizzes the same day. I also use the results and discussion to help determine if I'm testing what I'm teaching. I'm still learning how to determine if I'm teaching what is important.
Hi David -welcome to ED 103! You are absoulutely corect - our students need to have very frequent feedback!
I agree that classroom assessment is necessary to measure learning and instructional method. My preference is to use a multiple of assessment methods to test critical thinking and whether knowledge of classroom material was learned.
It is also important for students to understand how they are performing in the class before the end from some form of ongoing assessment. I believe it is necessary for continuous assessment to occur so students can adjust and adapt to gain maximum benefit from the class.
We give students tests to assess their understanding on the materials we teach so I always give them feedback on their improvement as well as where they fall short. This helps both students and I on how to approach the rest of the class materials.
Hi John - What a neat idea! You get an idea of what they have learned and they learn how to share that knowledge with their customers.
