Classroom research is a process of collecting information from students to learn more about how they learn, and how they are responding to particular approaches to teaching. It involves the formulation of goals and systematic collection of feedback from students by individual instructors to address particular issues that have arisen in their teaching. It requires an expert knowledge of the discipline, an understanding of students' characteristics and needs, good analytic and problem-solving skills, and a lasting commitment to improving student learning – thus all faculty have the potential to use classroom research to improve student learning in their classes. The results can provide both faculty and students with information and insights that lead to improvements teaching effectiveness and learning quality.(Angelo, 1991)
Within the broader framework of classroom research, classroom assessment is one approach for studying the effects of teaching on learning. It involves the use of instruments and techniques designed to inform instructors about the effect their teaching is having on the level and quality of student learning, which then informs their instructional decisions. Unlike tests and quizzes, classroom assessment can be used to help instructors identify gaps between what they teach and what students learn early enough in the course for them to be able to adjust their teaching. The information should always be shared with students to help them improve their learning strategies and study habits in order to become more successful, self-directed learners.
On the next page we have outlined several simple classroom assessment strategies that can be adapted and used to answer particular questions you might have about your students' learning. We hope that, in addition to providing useful feedback on student learning, their use will prompt discussion among colleagues about their effectiveness, and lead to new and better techniques for eliciting constructive feedback on teaching. Further information on these and other classroom assessment strategies is available at the CST Resource Centre.
The One-Minute Paper (Angelo, 1991) is a technique that is used to provide instructors with feedback on what students are learning in a particular class. It may be introduced in small seminars or in large lectures, in first year courses and upper year courses.
The One-Minute Paper asks students to respond anonymously to the following questions:
| The One Minute Paper |
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Depending upon the structure and format of the class, the One-Minute Paper may be used in a variety of ways:
An adaptation of the One-Minute Paper, the Muddiest Point is particularly useful in gauging how well students understand the lecture material. The Muddiest Point asks students:
What was the 'muddiest point' in my lecture today?
Like the One-Minute Paper, use of the Muddiest Point can helpfully inform your planning for the next class, and provide advance warning of issues that may be explored in the tutorial.
| Caveat: Just as with course evaluations, the act of soliciting frank, in-the-moment feedback may elicit critical comments on what you are doing. It is difficult not to take these comments personally, and perhaps be discouraged by any suggestion that your intentions are anything but good. However, it is important to balance the positive commentary against the negative ones and not let them assume any greater weight. New users of this technique might find it helpful to discuss the critical comments with a disinterested colleague. |
The Critical Incident Questionnaire (Brookfield, 1999) is a simple classroom assessment tool that can be used to find out what and how students are learning, and identify areas where minor adjustments are necessary (e.g., the pace of the class, confusion respecting assignments or expectations). They also help illuminate power dynamics in the classroom that may not be obvious to the instructor.
On a single sheet of paper (with an attached carbon), students are asked five questions which focus on critical moments or actions in a programme or class. The questionnaire is handed out about ten minutes before the last class of the week.
Critical Incident Questionnaire
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As students write their responses to these questions, the carbon provides a copy that they can keep for themselves. This allows them to review their responses over the length of the course and to notice common preferences, dispositions, and points of avoidance in their learning. The top copies (unsigned) are returned to the instructor. The anonymity of the feedback is considered crucial in order to receive honest accurate commentary on the class.
One Sentence Summaries (Cross, 1988) can be used to find out how concisely, completely and creatively students can summarize a given topic within the grammatical constraints of a single sentence. It is also effective for helping students break down material into smaller units that are more easily recalled. This strategy is most effective for any material that can be represented in declarative form – historical events, story lines, chemical reactions and mechanical processes.
The One Sentence Summary strategy involves asking students to consider the topic you are discussing in terms of Who Does/Did What to Whom, How, When, Where and Why, and then to synthesize those answers into a single informative, grammatical sentence. These sentences can then be analyzed to determine strengths and weaknesses in the students' understanding of the topic, or specific elements of the topic that require further elaboration. Before using this strategy it is important to make sure the topic can be summarized coherently – try doing it yourself first, you may not find it appropriate or feasible for certain material.
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Angelo, T.A. (ed.) Classroom Research: Early Lessons from Success. New Directions in Teaching and Learning (# 46), San Francisco, California: Jossey Bass, 1991.
Cross, K. P. and Angelo, T. A. Classroom Assessment Techniques: A Handbook for Faculty. Ann Arbor, Michigan: National Center for Research to Improve Postsecondary Teaching and Learning, 1988.
Brookfield, Stephen J. and Preskill, S. Discussion as a Way of Teaching: Tools and Techniques for a Democratic Classroom. San Francisco, California: Jossey Bass, 1999.