Month: October 2023

Exam wrappers & feedback analysis (2.4)

October 18, 2023 / khansen

You can use grades and feedback on assignments to identify strengths and areas of opportunity. Performing an “exam wrapper” or “feedback analysis” activity helps you strategize how to facilitate successful learning. Access your own copy of a template to complete these activities through the QR code at the bottom of this poster.

“EXAM WRAPPER” STEPS

RATIONALE. What was the goal of the module or part of class covered by the exam? The course’s learning objectives (on the syllabus) can give you insight into what your professor wants you to learn in class. In turn, that can help you organize your future studying.

REFLECTION. Examine your own studying habits leading up to the exam. This can allow you to identify successful study strategies as well as to find (and replace) strategies that were not successful for you.

COMPARISON. Using the graded/feedbacked version of your exam, identify the areas where you were less successful. Are they similar kinds of problems, do they come from the same chapter of the textbook, or is there some other pattern to them? If there is a pattern, this can help you identify areas to practice. If there is no discernable pattern, then examining your study practices can help you find alternate practices going forward.

ADJUSTMENT. Given your above analysis of your exam results, what steps will you take to improve your learning in future exams/assignments?

CONSULT YOUR PROFESSOR

LISTEN. If your professor talks about the exam results in class, note any areas that they see as needing improvement. Were there particular questions/problems that many people found difficult? Pay attention to what the prof says to help students improve.

ASK. After analyzing your exam performance and study approach, if you still aren’t sure why your exam was less successful than you expected, visit your professor in their office hours. Show them your exam wrapper work, and ask for help in understanding what next steps would be likeliest to lead to improved learning.

FEEDBACK ANALYSIS STEPS

PREPARE. It can be daunting to receive feedback, so before you read your feedback, remind yourself that your professor is trying to help learn as much as possible. So prepare for reading the feedback by reminding yourself that the feedback is constructive, and is about your assignment, not about you as a person.

SCAN. Read all of the feedback quickly, without lingering on any comment. What stands out?

ANALYZE. Do particular errors repeat (missing topic sentences, problems with sources, etc.)? Do some text/assignment areas have more issues than others?

PRIORITIZE. Rather than address all feedback completely, prioritize what you will improve upon in future work. Either start with the most important feedback, or start with the bigger, more “global” concerns, prioritizing 2-3 areas of focus so that you don’t diffuse your efforts too much.

REFLECT. What can you do in future assignments to increase your skills? If you find yourself struggling to identify beneficial areas of focus, talk to your professor in their office hours (bring your feedbacked assignment and your feedback analysis with you).

FURTHER RESOURCES

Lovett, Marsha C. “Make Exams Worth More Than the Grade: Using Exam Wrappers to Promote Metacognition.” In Kaplan, M., Silver, N, Lavaque-Manty, D., & Meizlish, D.’s Using Reflection and Metacognition to Improve Student Learning. Stylus Publishing: Sterling, VA, 2013, 18-52.

University of Denver Office of Teaching & Learning. “Assignment/Exam Wrappers.”

Access your own copy of a tool for guiding you through your own “exam wrapper” or feedback analysis via the poster’s QR code.

Class participation (2.3)

October 9, 2023 / khansen

Stalled poster 2.3 (text is pasted below)

You know you should participate in class, but what does it mean to do so? Professors have differing ideas about what constitutes participation, but here are some aspects of it to consider.

HOW TO PARTICIPATE?

ENGAGED ATTENDANCE. Regular, on-time attendance is key. When you’re in class, professors also expect you to keep your attention on class business, so resist the urge to focus your attention on personal matters, other classes, or other distractions. Professors also expect student engagement, including previewing material before class to be able to follow along during class, and showing curiosity in course content.

DISCUSSION CONTRIBUTION. Class discussions are intended to give you practice in talking through big ideas with others, collaborating to construct shared understanding, and exchanging differing points of view. It’s a good idea to link your discussion contributions to the course’s readings and main ideas.

TAKING NOTES. Take notes during class, jotting down ideas that arise in discussions, instructions for completing activities/assignments, key terms that are new to you, and anything that helps you understand the course’s content, skills, or methods being taught.

ASKING PROBING QUESTIONS. Come to class with questions based on course readings or on homework. If your questions help create a stronger understanding of course material, then those kinds of probing questions help show that you are participating.

LISTENING. Paying attention to your professor is important, so try your best to listen attentively to them. But it is also important to listen carefully when your classmates speak, so be sure to listen well to them, too.

IN-CLASS ACTIVITY. If your professor asks students to engage in small group discussions, peer responses, problem solving, or any other activity during class time, devote your full attention to it. This is not the time to check your email, get a snack, or otherwise be inattentive — active learning activities count as participation to most professors.

DISCUSSION BOARD POST/RESPONSE. Many courses have discussion boards on their Moodle site, and starting a discussion with a thoughtful analysis or question can contribute to others’ understanding of course material. Posting responses to others’ posts also allows you to participate in an unhurried way.

WHAT IF PARTICIPATION ISN’T GRADED?

Even if a professor doesn’t assign a participation grade, it’s still important for you to participate in class. Learning is an active enterprise, and if you aren’t engaged, attentive, curious, and questioning during class, you won’t learn as much or remember what you learn as well. You’re at college to develop your intellect, and that’s an activity that demands participation — in fact, that’s why so many professors grade participation!

HOW DO I KNOW WHAT MY PROFESSOR WANTS?

SYLLABUS. Many professors define what they mean by participation in their syllabus. If yours does, pay close attention to what they wrote in the syllabus. If you have a syllabus that does not define participation, follow the suggestions from the first part of this poster.

ASK! If you aren’t sure what “participation” means in a course, it’s likely that other students in the class are similarly unclear on the matter. So it will help everyone if you ask during class for the professor’s expectations about how students should participate in their class.

WHEN ISSUES ARISE. If you experience any barriers in being able to participate fully, be sure to talk to your professor in their office hours about that.

FURTHER RESOURCES

Petress, Ken. “An Operational Definition of Class Participation.” College Student Journal 40.4 (2006).

Millersville University. “Class Participation: More Than Just Raising Your Hand.”