Interest/Knowledge/Skills
Checklist (Assesses
Skill Self-Awareness as Learner)
Estimated
level of time/energy required to
prepare is MEDIUM
WHEN
USING TECHNOLOGY: Estimated level
to respond (students) and to analyze
is LOW
Description: Instructors
create checklists of course topics
as well as skills and knowledge needed
for success in the course. Students
rate their interest in the topics and
assess their skills and knowledge.
Purpose: The
results can aid instructors in planning
their course and in adjusting instruction.
Procedure:
Take
a piece of paper and draw a line
down the middle of the paper. In
the first column, list the course
topics. In the second column, list
the skills and knowledge required.
Determine
a simple, useful, and appropriate
way to code student responses.
Create
a checklist that contains the edited
contents of both lists and your coding.
Prepare
the checklist to be display-ready
by writing it on the board, a transparency,
or digitally projected. It 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.
Students
explain the reason for their level
of interest, knowledge, and skill.
Guide
students in analyzing the responses
to discover how their interests/knowledge
matches or doesn’t match with
the skills.
As homework,
students identify one mismatch and
explain how it can be developed into
a match.
Suggestions: Responding
to students’ feedback may take
longer than planning 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.
