Building KU's Teaching and Learning Community

ASSESSING STUDENT LEARNING 

Evaluating learning based on how students perform on exams, tests, quizzes, and assignments doesn’t always allow for a line of communication to open up between instructors and students. At CTE, we encourage you to consider alternative modes of assessing student learning. Receiving feedback from students throughout the semester, particularly at the conclusion of important units, is one helpful strategy. Let your students talk to you about how and what they’re learning. Relying on grades alone doesn’t provide a comprehensive sense of how students are learning the course material. Without student feedback, it’s difficult to fully assess their learning process.

Throughout the Semester

Teachers need continuous, accurate information about student learning. Asking students for their input and responding to it can reduce gaps between teaching and learning. Here are two techniques to help you assess and get feedback from your students throughout the semester.

Dr. Rossomondo conferences with her students

as they work in small groups.

First, the one-minute paper is a brief, anonymous feedback instrument you can use more than once during the semester. At the end of a class, ask these two questions: “What is the most important thing you learned today in this class?” and “What important question remains unanswered?” Then, allow students 5-10 minutes to respond to those questions in writing. At the beginning of the following class, discuss the results with students. Let them know that you’ve read the papers, and respond to their feedback.

Second, in each of your classes, establish a signal for students to use if they want to call a time-out. At that point, you stop talking. Why? Because they can’t take notes fast enough. Because they have questions. Because they need a moment to consider a point. Perhaps the best reason is to give them ownership in the class.

Think about it: when we read, we stop to read something a second time, to weigh a thought or to verify a detail. Time-outs encourage students and teachers to think about material, to interact, to integrate, and to assimilate.

Midterm Feedback

Many instructors find it useful to get feedback from students at mid-semester, rather than only at the end. This allows you to make mid-course corrections that can benefit both you and your students. For example, if your PowerPoint slides have too much text for students to read, finding this out by midterm—rather than at the end of the semester in a student evaluation—gives you an opportunity to change your slide format.

If you decide to get midterm feedback, we encourage you to follow these principles:

  • Don’t ask if you don’t want to know. If you don’t intend to make changes to a course or an assignment that students are having difficulty with, it’s best to not ask for their input.
  • Let students know that you’ve read their comments and will respond to them appropriately. Follow through and make changes that are feasible for the course. If students suggest changes that you can’t make, explain why not.

In this Two-Minute Mentor video, KU faculty members Holly Storkel and Dena Register discuss how they use course evaluation data as a means to assess student learning and determine how to modify a course to improve their teaching practices. 

Muddiest Point

The “muddiest point” technique is simple yet remarkably efficient; it provides a high return of information for a very low investment of time and energy.

Ask students to jot down a quick response to one question: What was the muddiest point in ________? In the blank, ask students to respond to a lecture, discussion, homework assignment, or instructional method.

This technique helps you know what students find least clear or most confusing about a topic. You can use that feedback to discover which points are most difficult for students to learn and to guide them about which topics to focus on. At the same time, this technique requires students to quickly identify what they don’t understand and articulate muddy points, which engages them in higher-order thinking about their individual learning processes.

Professors Bruce Frey and Tara Jenkins discuss the relationship between evaluating student learning and the the types of assignments they design in this Two-Minute Mentor video, which elaborates on the concepts discussed above. 


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