![]() Students’ performance on the reading reflections was consistently satisfactory or above. I gave brief written feedback on these responses and scored them as check-minus, check, or check-plus the reading reflections collectively counted for a small percentage of the final course grade. ![]() ![]() Students wrote one-page responses to these questions, which they could refer to during class discussion and handed in at the end of class. The other one or two questions focused on specific aspects of the reading. Two questions appeared in every reading reflection and asked students (1) to state the reading’s main point and (2) to identify a strength or weakness in the reading. I created a three- to four-question reading reflection for each reading in the course. Knowing how effectively students had read would help me give positive feedback to prepared students and give constructive feedback to students who had difficulty with the readings. ![]() I also was not able to assess the quality of their reading other than their contributions to class discussions this was an issue for students who were not comfortable participating in class for a variety of potential reasons. Course: 85-392: Human Expertise, Psychology Department, College of Humanities and Social SciencesĪssessment: Reading Reflection Exercise to Prepare for Class Discussion Purpose:Īlthough almost all of the students in this course are upper-level psychology majors, they still have difficulty completing the reading by the due date and in a way that prepares them for class discussion. ![]()
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