Estimated
level of time/energy required to
prepare is MEDIUM
WHEN
USING TECHNOLOGY: Estimated level
to respond (students) and to analyze
is LOW
Description: Students
respond to short, simple questionnaires
that gauge students’ prior knowledge.
Purpose: Assists
in determining an effective starting
point and the appropriate level of
a lesson.
Procedure:
Consider
what students may already know about
a new concept, subject, or topic.
Prepare
2 or 3 open-ended questions OR 10
to 20 multiple choice or true/false
items as probes.
Prepare
the probes to be display-ready by
writing it on the board, a transparency,
or digitally projected.
Hand
out answer sheet, with or without
questions. It is best if students
do not write their names, unless
there is a very good reason to know
who wrote which comments.
Tell
students it will not be graded.
Share
results with students, telling them
how you will use the info to guide
your lessons.
Examples:
Course :
Survey of English Literature Topic:
Shakespeare’s plays
After
answering questions individually,
students can work in pairs to determine
correct answers.
If responses
are anonymous, have small groups
rate & sort responses from other
groups.
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:
Angelo,
T.A, and Cross, K.P. (1993). Classroom assessment
techniques: A handbook for college teachers (2
nd ed.). San Francisco: Jossey-Bass.
