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- W3208490210 abstract "Student participation can be difficult to assess. One challenge relates to conceptual ambiguity. What constitutes participation? Speaking during class discussions is often viewed as an indicator of engagement. Yet, common evaluation methods can favor extroverted students. This assessment ensures fair evaluation for all students. In addition, teachers already juggle a number of instructional activities during class proceedings, so simultaneously evaluating student participation, and doing so accurately and fairly, can be daunting. The assessment I present here is an adaptation of one described by Tony-Docan Morgan in Assessment Update in 2015. This assessment evaluates student participation based upon a student’s ability to document a variety of academic activities, such as contributing to discussions (including partner-shares and/or small groups), careful listening, dutiful notetaking, synthesis of course content, thoughtful reflection, and regular attendance. Each activity is a form of student engagement, yet many are not easily observable during class proceedings. To address this dilemma, this assessment uses a student journaling exercise to evaluate participation. This student journaling assignment serves a number of important functions, including: 1) allowing the instructor to assess student contributions to all types of discussions (including partner-shares and small groups), 2) relieving the pressure on instructors and teaching assistants to track participation during class proceedings, 3) helping students synthesize course content to identify key ideas, 4) encouraging students to reflect upon course content to engage with it more deeply, 5) allowing the internal cognitive activities of students to be considered when assessing their engagement, 6) giving instructors insight into what content is, or is not, being grasped by the students, 7) helping students review class material, and 8) encouraging student attendance." @default.
- W3208490210 created "2021-11-08" @default.
- W3208490210 creator A5018863457 @default.
- W3208490210 date "2021-05-19" @default.
- W3208490210 modified "2023-09-24" @default.
- W3208490210 title "What We Don’t See When We Look at Students: Using a Journaling Assignment to Evaluate Multiple Dimensions of Student Participation" @default.
- W3208490210 hasPublicationYear "2021" @default.
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