There are hundreds of variations of classroom assessment techniques. Below are some of the more commonly known techniques: Show
3-2-1 Format Focused Listing Muddiest Point One Minute Paper Think-Pair-Share Concept Mapping Jigsaw Memory Matrix Quiz Show 3-2-1 FormatBasic StrategyThe 3-2-1 format is a quick reflective activity similar to think-pair-share. It encourages students to reflect on a course experience and organize their thoughts and identify areas of confusion or concern. Why would you use it?Similar to minute papers, muddiest point, and think-pair-share, the 3-2-1 Format can be a helpful tool for getting students to organize their thoughts, and promote reflection and metacognition. This activity provides an easy way to check for understanding and gauge student interest. It is also an effective way to promote discuss or review material. When can you use it?This activity would traditionally be introduced toward the end of a lesson or after a lecture. It could also be used in response to an assigned reading. How does it work?In reaction to presented content, students are asked to take a few moments and jot down:
Students are then asked to share their ideas in pairs or small groups. Use the responses to help guide teaching decisions. Consider areas of curriculum that need to be reviewed again or specific concepts or activities that are most interesting for students. Alternative versions
Online options3-2-1 Format could easily be adapted into an online discussion board activity. Focused ListingBasic StrategyFocus Listing activity focuses on one concept, term, or topic. Students are asked to provide several ideas related closely with the one concept, term, or topic. Why would you use?The purpose of this activity is to help instructors determine what students are able to recall for the main points of a lesson. The preparation and follow-up for a Focused Listing activity is minimal. The Focused Listing activity can help students in several ways:
When can you use?Before, during or after a lesson; works well in classes of all sizes. Focused listings are great follow ups to short presentations during which participants are asked to absorb information that is new and that is vital to the discussion to follow. The listing works well to introduce a topic, as an exercise joining/synthesizing two sets of information (lecture plus follow up reading, two lectures), and as something to return to as a wrap up so that participants can compare before/after thinking. How does it work?
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Muddiest PointBasic StrategyMuddiest Point is probably the simplest classroom assessment technique available. It is a quick monitoring technique in which students are asked to take a few minutes to write down the most difficult or confusing part of a lesson, lecture, or reading. It is simple to create and facilitate. In fact, it only takes 15 minutes to collect and scan approximately 100 muddiest points. While it is easy to use, be careful not to over-use this or any single assessment technique. Over using one technique can fatigue students and devalue the process. Why would you use?1. You can quickly check for understanding. This assessment gives you a picture of misconceptions and confusion that still exists in the students’ minds. 2. Students can increase their understanding of their own learning. This assessment provides students with a metacognitive opportunity to think about their own learning. This is especially helpful with new information and complicated procedures. When can you use?Use this assessment technique any time, after students have had an opportunity for learning to progress them toward the learning target. This technique is especially helpful if students seem to be having difficulty grasping a concept or process. How does it work?
Alternate versionsThis strategy can be presented in many forms:
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One Minute PaperBasic StrategyOne minute paper is a popular introductory active learning strategy that requires minimal preparation on the part of the instructor. During a one minute paper exercise students are given one minute to write a response to a prompt or question posed by the instructor. Minute papers can segue into a discussion or simply be collected for review by the instructor. Why would you use it?1. Minute papers provide immediate feedback and allow quick response to students. 2. This exercise can be easily facilitated for any class size. 3. Allows students who are less vocal to participate. When can you use it?This technique is probably best used in lecture or discussion however it can easily be adapted to other settings such as labs, clinicals, or homework assignments. While this technique is flexible it is not universally applicable. Not all learning experiences can be assessed by a technique that asks students to note significant points or open questions. Be cognizant of your goal when choosing a classroom assessment technique. How does it work?1. Decide what you want to focus on, where you want students to reflect on a topic. 2. Write Minute Paper prompts that fit your class and meet your goal. The prompts are the heart of one minute papers. 3. Set aside 5-10 minutes to facilitate, as well as time later to discuss the results. 4. Share the question with students. 5. After the chosen topic or activity is completed, hand out scraps of paper or index cards for students to record their response. 6. Let students know how much time they will have, what kinds of responses you are looking for (words, bullets, short sentences), and when they can expect feedback. 7. Collect the responses as or before students leave. 8. Tabulate the responses and make note of useful comments. 9. Respond to the students' feedback during the next class meeting. Share with students how responses will be used as a guide to plan the next instruction. Sample Minute Paper prompts: Questions Designed to Assess Student Interests: For you, what interesting questions remain unanswered about today’s topic? Identifying Perceived Relevance of Course Concepts: During today’s class, what idea(s) struck you as things you could or should put into practice? Assess Student Attitudes/Opinions: Were there any ideas expressed in today’s class that caused you to reconsider or change your personal? opinions, viewpoints, or values? Checking Student Comprehension: What did you perceive to be the major purpose or objective of today’s class? Assessing Conceptual Connections (Cross-Concept Integration): Did you see any relationships between today’s topic and other topics previously covered in this course? Alternative versions
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Think-Pair-ShareBasic StrategyThink-pair-share can be a great technique for facilitating discussion. It is a quick and simple technique to adopt. Faculty present a question or challenge, students reflect quietly and then partner with someone to discuss. A think-pair-share session could be 5 to 15 minutes. Why would you use?This exercise engages the class with content on multiple levels. It can help organize prior knowledge, deepen the level of content analysis, and improves the quality of student contributions. Think-pair-share is a popular technique because sharing ideas with a peer in a group of two is “low risk” compared to sharing an individual idea with an entire class. When can you use?Use think-pair-share when you want students to talk over new ideas or critically think about concepts presented in the lesson. This technique can be easily used ‘on the fly’ and works in small or large classes. How does it work?1. Develop an engaging question or problem, ideally one with many viable potential responses 2. Have a plan for how to present the question (worksheet, PPT slide, etc.) and how you will facilitate students reporting out to the whole group. 3. Pose a question to students. 4. Students reflect on and write brief notes for one minute in response to the question. 5. Students pair up with someone sitting near them and share their answers verbally for two to three minutes. Alternatively, they may also work together to create one best answer. 6. Randomly choose a few pairs of students to give 30 second summaries of individual or joint answers. Alternate versions
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Concept MappingBasic StrategyConcept maps are drawings or diagrams used to help students organize and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics.
Why would you use?This activity provides an observable action of the student’s patterns of understanding related to a central idea or concept. Concept mapping serves several purposes:
When can you use?Concept maps require a lot of cognitive work on the part of the student, and a lot of preparation and analysis on the part of the instructor. Be sure you have tested the concept map activity yourself and given the class the appropriate amount of time to complete the activity. Usually this means twice the amount of time it took you, the expert, to complete. This activity is useful in any course with high theoretical content, courses with large amounts of facts and principles. How does it work?
Important Consideration for Using Concept Maps
Best Practices for Using Concept Maps:
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JigsawBasic StrategyJigsaw involves students doing individual research on a subset of a given subject area, and then piecing their research together with other students “to build the whole picture”. Jigsaw exercises challenge students to engage in reciprocal teaching and can be a popular activity for courses that rely on heavy transference of information. Jigsaw requires a moderate to high amount of faculty preparation and takes a fair amount of class time. Do not overuse this technique, as repeating too often can feel contrived (it is not very flexible). It should be used no more than twice per semester. Why would you use?Jigsaw is a variation on a simpler activity in which students come and present directly to their group on a topic of research. By adding the intermediate task of meeting as an “expert group” ensures some quality of ideas and materials. This technique also gives individual students a chance to build confidence in a subject area before presenting to peers. When can you use?Jigsaw can be used in a single class session or across multiple sessions. How does it work?
Listen to Kelly Macauley, Clinical Instructor in Physical Therapy, talk about how she has used this activity in her class: Kelly’s written instructions Alternate versions
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Memory MatrixBasic strategyMemory Matrix is a simple, two-dimensional table divided into rows and columns. The table is used to organize information and identify relationships in the content. Some cells in the table are intentionally left blank where students are asked to fill in the blank cells, demonstrating their understanding of the content. There is moderate investment of time required on behalf of faculty to create the matrix and then analyze the results. Why would you use?The technique provides a structure for students to organize and synthesize complicated information. This exercise works well with large amounts of content and can simplify complex, dynamic systems of information. Faculty can identify prior or incorrect knowledge. When can you use?Memory matrix is simple to implement and easy to use during instruction however there is some up-front preparation that must be completed. Consider content carefully. Content needs to appropriately align with column and row organization. This exercise is effective after lectures, videos, reading assignments, etc. How does it work?1. Carefully choose your content topic. Make sure the content can be organized in a table with rows and columns. 2. Create a simple matrix. Make one completed matrix to use as a key. This will make the analysis much easier. Also create a blank matrix for students to fill in. 3. Explain the purpose of the exercise. 4. Let students know how much time they will have, what kinds of responses you are looking for (words, bullets, short sentences), and when they can expect feedback. 5. Handout blank or partially filled matrix. Have students work on in class, individually or in groups. Provide practice matrices or examples if this is the first time you are presenting a memory matrix. 6. Students complete the matrix and hand-in. 7. Review and analyze results
8. Provide feedback and clear misconceptions at next class meeting Alternative versions
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Quiz ShowBasic StrategyQuiz Show uses quiz game show format (e.g. Jeopardy or Who Wants to Be a Millionaire) to rapidly move through a series of questions with students. This strategy is popular for introducing game mechanics (points, competition) into a classroom activity. Why would you use?Quiz Show is popular for review sessions for reinforcing important information or but is usually not considered a good way to introduce content. The game format of a quiz show activity can be to keep students engaged although it should be used in moderation as it lacks authenticity to real world applications of knowledge. When can you use?Quiz Show is popular for review sessions before major assessment events. Quiz show could be used in short 5-10 minute segments or could easily fill an hour session. How does it work?Present a grid (or list) of questions on a whiteboard or PowerPoint. When crafting questions be mindful of the standard advice on writing multiple choice questions. Depending on class size you would likely divide students into groups. Student can be given a “bell” to ring in, or simply rotate between students. Quiz show is more appropriate for short answer questions not open ended questions. Alternate versions
Online OptionsQuiz Show Review does not adapt easily to online learning environments. Back to Top |