What We Don’t See When We Look at Students: Using a Journaling Assignment to Evaluate Multiple Dimensions of Student Participation

Abstract

Student participation can be difficult to assess. One challenge relates to conceptual ambiguity. What constitutes participation? Speaking during class discussions is often viewed as an indicator of engagement. Yet, common evaluation methods can favor extroverted students. This assessment ensures fair evaluation for all students. In addition, teachers...

Download this resource to see full details. Download this resource to see full details.

Details

Subject Area(s):

Other

Resource Type(s):

Assignment

Class Level(s):

Any Level

Class Size(s):

Any

Usage Notes

I currently teach at a public, land-grant university with approximately 11,000 students. I have used a version of this assignment in both lower- and upper-division undergraduate courses and found it equally effective in each setting. I have also used the assignment in courses with small enrollments (10-15 students), medium enrollments (30-50 students),...

Learning Goals and Assessments

Learning Goal(s):

1. LG 1: Students will contribute to, and listen attentively during, class discussions.
2. LG 2: Students will synthesize course content and identify key ideas.
3. LG 3: Students will reflect upon course content.

Goal Assessment(s):

1. GA 1: For each class meeting that includes a discussion, in a journal entry, students will document their personal contributions to the discussion and/or demonstrate attentive listening by summarizing the discussion and identifying key themes.
2. GA 2: In their journal entries, students will identify key ideas which emerges during class.
3. GA 3: In their journal entries, students will reflect upon material presented during class by, for example, analyzing, evaluating, and/or making connections to other knowledge, events or experiences.