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One Minute Paper

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Classroom Assessment Technique 27 ONE-MINUTE PAPERS

DESCRIPTION: One-Minute Papers, a technique also known as the Half-Sheet Response, provide a quick and extremely simple way to collect written feedback on student reactions. The teacher stops class a few minutes early and poses one or two questions to which students are asked to react. The students write their reactions on half-sheets of paper (hence the second name), or index cards, the teacher has handed out.

PURPOSE: One-Minute Papers elicit timely and limited student feedback on one or two specific questions about the course in general or a specific class session. That feedback will help teachers decide if midcourse corrections or changes are needed and, if so, what kinds to make.

SUGGESTIONS FOR USE: One-Minute Papers are probably most useful in large lecture or lecture/ discussion courses, although the technique can be easily adapted to other settings. The questions that teachers pose may concern class procedures, content, materials, activities and assignments, or any other specific element that the teacher wants to examine. One-Minute Papers work best at the end or the beginning-of a class session. It is a productive warm-up or wrap-up activity. .

EXAMPLE: After the first three weeks of the semester, a chemistry teacher has the feeling that the students in her undergraduate chemistry class-a lecture and lab class with 150 students-may not be getting all that they should from her lectures. Ten minutes before the end of the class period, she quickly passes out 3-by¬5 index cards to the class. She then asks them to write a very brief ~answer on the cards to the following two questions: 1. What was the most important thing you learned in today's class? 2. What question or questions that you have from today's class remain unanswered?

PROCEDURE: 1. Write down one or two questions about the course content, activities or materials to which you'd like your students to respond. Are they questions that the students can answer quickly and briefly? To what extent are you willing to act on the students' responses? If you decide your question is appropriate and if you are willing to respond to the One-Minute Papers, plan to set aside five to ten minutes of your next class to use the technique. 2. During the first or last few minutes of the class session, hand out index cards or ask students to take out a half-sheet of paper. 3. Unless there is a very good reason to know who wrote what, direct students to leave their names off the paper or card. 4. Write one or, at the most, two questions on the chalkboard ask students to respond to them frankly and concisely-in single words, short phrases, or very short sentences, as appropriate.

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