The minute paper is a formative assessment strategy whereby students are asked to take one minute (or more) to answer two questions: what was the most important thing they learned in class today; and what still remains unclear to them. The goal is for the instructor to get a feel for whether students captured the most important points, and to know which areas need further expansion. In a blended course, this technique can be adapted either to end a face-to-face class and help plan e.g., An online discussion to explore unclear points OR can be used at the end of e.g., A week of online activities, to help the instructor plan for the face-to-face meeting or next week’s online activities.
Link to example artifact(s)
The Center for the Enhancement of Learning & Teaching at Tufts University has prepared a handout on this strategy. In this handout, you will find sample instructions: http://homepages.math.uic.edu/~bshipley/MinutePaper.pdf
UCF’s Dr. Kelvin Thompson adapts the one minute paper idea for collecting formative feedback from students in his online graduate course in educational technology.
Link to scholarly reference(s)
Carlson, A. (2010). Muddiest point. In Western Washington University Center for Instructional Innovation and Assessment (Ed). Classroom assessment techniques online video modules. http://pandora.cii.wwu.edu/cii/resources/modules/muddiestpoint
Ives, C. (2014). Daydreaming or deep in thought? Using formative assessment to evaluate student participation. http://www.facultyfocus.com/articles/effective-teaching-strategies/daydreaming-deep-thought-using-formative-assessment-evaluate-student-participation/
Stead, D. R. (2005), A review of the one-minute paper, Active Learning in Higher Education, 6, 118-131.