CAT
1: The Minute Paper (Assesses
Prior Knowledge, Recall, & Understanding)
Estimated
levels of time/energy required to
prepare, to respond (students), and
to analyze: LOW
Description: Students
respond to two questions: 1) What was
the most important thing you learned
today? 2) What questions remain uppermost
in your mind as we conclude this session?
Purpose: Understanding
the extent to which students are learning
presented material helps instructors
to decide whether instructional adjustments
need to be made. When instructors respond
to students’ responses, students
learn how experts in a given discipline
distinguish major points from details.
Procedure:
Decide
what you wish to assess with the
Minute Paper. This will help you
to know when to administer this CAT.
If your interest is in the understanding
of a homework assignment, the first
few minutes of class may be most
appropriate. If you wish to assess
their recall of the content of material
presented in class, then last few
minutes of class may be most appropriate.
Using
the two basic questions from the
Description above, write prompts
that fit your course and students.
It is often a good idea to try your
prompt on a colleague or teaching
assistant before using in class to
ensure clarity of the question.
Plan
to use 5 to 10 minutes of class for
the initial implementation
and 5 to 10 minutes in the subsequent
class to discuss the results.
Prepare
the one or two questions to be display-ready
by writing it on the board, a transparency,
or digitally projected. They could
also be written on a half-sheet of
paper and distributed to the students.
It is important the prompts are presented
in writing. Do not only read the
question(s).
Hand
out index cards or half-sheets of
paper. It is best if students do
not write their names, unless there
is a very good reason to know who
wrote which comments.
Explain
the time limit, appropriate format
of answers, and when they will receive
feedback. Two to five minutes is
usually enough time. Responses range
from words or phrases to short sentences.
Examples:
Course :
European History: Renaissance to the
Modern Times Lecture: Why Italy?
What
is the single most significant reason
Italy become a – if not the-
center of the Renaissance?
What
one questions puzzles you most about
Italy’s role in the Renaissance?
Course:
Freshman Composition
In writing
this essay, what did you learn that
surprised you?
When
editing your paper, what were you
unsure about?
Adaptations/Extensions:
Half-minute
paper. Ask students to respond within
30 seconds to a prompt pertaining
to the most important point(s) or their
question(s).
Change
the wording to make the prompt very
specific. For example, ask for: the
most memorable character, the most
disturbing idea, the most convincing
argument, and so on.
Suggestions: Respond
to students’ feedback the very
next time class meets. Responding to
students’ feedback may take longer
than anticipated because questions
lead to other questions. Set clear
time limits. To temper expectations
and disappointment, let students know
you will not comment on everything.
References
and Resources:
Wilson ,
R.C. (1986). Improving faculty teaching:
Effective use of student evaluations
and consultants. Journal of Higher
Education, 57(2), 196-211.
Weaver,
R, L., and Cottrell, H.W. (1985). Mental
aerobics: The half-sheet response. Innovative
Higher Education, 10, 23-31.
