Classroom
Opinion Poll (Assesses
Awareness of Attitudes & Values)
WHEN
USING TECHNOLOGY: Estimated level
of time/energy required to prepare,
to respond (students) and to analyze
is LOW
Description: Instead
of raising hands to poll students,
a written poll assures anonymity and
more accurate data. Students can be
polled about material they will encounter
in the course.
Purpose: Assists
in determining an effective starting
point and the appropriate level of
a lesson.
Procedure:
Examine
questions or issues about which student
opinion may affect learning.
Prepare
1 or 2 issues for a classroom poll.
Decide
type of response required. Will “yes” or “no” be
sufficient or will a scale running
from “strongly agree” to “strongly
disagree” be needed? Will multiple
choice be more appropriate?
Prepare
the poll 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.
Share
results with students, telling them
how you will use the info to guide
your lessons.
Examples:
Course :
Native American Cultures in North America
Students
were polled on the following statement
at the beginning and near the end of
the semester:
Native Americans
who stay on the reservation are better
off than those who leave.
If I found
a great house at a great price, close
to work and near good schools, that
was within 5 miles of a nuclear power
plant, I would (circle ONLY one):
be absolutely
willing to consider buying it & not
worry about the plant
be somewhat
willing to consider buying it, but
concerned about the plant
be very
skeptical about buying it & worry
about the plant
be absolutely
unwilling to consider it because
of the plant
Adaptations/Extensions:
Ask students
to justify their answers.
Ask students
to respond to an opinion opposite
of their own opinion.
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.
