Classroom Research

*Donna Kirkley developed this material, and has much more.

Any instructor who wants feedback on how she is teaching and how students are learning should consider Classroom Research, a method of simple assessment techniques for teaching and learning. K. Patricia Cross and Thomas A. Angelo (1980) of UC Berkeley developed this concept which they describe in detail in Classroom Assessment Techniques: A Handbook for Faculty, published by the National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL). As an instructor who believed for 23 years of teaching that I was doing everything in my power to gain honest, open feedback from students, I find Classroom Research has enabled me to hear from students who never responded before; it has become a source of renewal and motivation. I want to share a description of this exciting development tool, describe some of my experiences, and show how you can use this technique.

Classroom Research is student oriented, teacher directed, and based on the belief that no one is better equipped to make discoveries and changes in a classroom than the instructor. The concept is simple and not very time consuming. The rewards are great. It involves using simple feedback techniques to discover how and what students learn.

THE FUNCTIONS OF CLASSROOM RESEARCH

Classroom Research can be used to elicit feedback about teaching. Techniques include seeking students’ response to lecture material, handouts, activities, unclear content, course requirements, course goals, and use of class time – any piece of your course design or delivery. You can ask whether they are getting appropriate (specific and frequent) feedback from you on their performance in the course and whether they see relevance in your subject matter. You can appraise their awareness, their ability to apply concepts, and solve problems with these techniques.

In addition, Classroom Research (CR) can be used to reinforce learning. Students can write summaries, create analogies, make connections, practice skills, assess topics, think critically and paraphrase concepts you have taught. Most of these activities can be classified as Writing Across the Curriculum activities as well as Classroom Research.

The initial response of the uninitiated faculty member is: “I don’t have time to cover the course material adequately; how can I be expected to add a feedback loop?” CR’s response is twofold: (1) how much material you cover doesn’t matter if the students aren’t getting it, so your efforts are better served by taking a couple of minutes to discover your effectiveness, and (2) Classroom Research takes very little time.

WAYS TO ELICIT FEEDBACK

Let’s examine several specific techniques for eliciting feedback about teaching and measure their cost in time. First, Cross and Angelo’s most popular (probably because of its simplicity) idea is called the “One Minute Paper,” containing two questions: A - What was the most useful/meaningful thing you learned during this session? And B – What questions(s) remain(s) upper most in your mind as we end this session? Students can respond on their own paper (put the questions on an overhead transparency) during the last one (or two or three) minute(s) of class and hand in their papers as they leave. (This allows the verbose to write more without delaying the succinct.)

The instructor may read the answers outside of class and gain useful information even if nothing further is done. That would be three minutes of class time and ten to fifteen minutes outside of class for a class of thirty to forty. However, I choose to address each student’s concern identified in the second answer, so I make a list of those as I read them and use the first five minutes of the next class period to respond. Students relish it. They hear the instructor’s concern about their learning.

The One Minute Paper can be rephrased hundreds of different ways

- What would you like to see this instructor change about the way she/he deals with students?

- What could this instructor do to make this course content more precise and interesting?

- Is this instructor providing you with timely and constructive feedback on your course work?

- What could this instructor do to use class time more effectively?

- Do you always clearly understand what you are expected to learn in this course?

- Would you recommend this course to other students? Why or why not?

- What could you have done to better prepare for this test?

And asking after group exercises:

- What did you contribute to the learning of your group members today?

And asking after covering material:

- How have you applied this material in your personal life?

WAYS TO REINFORCE STUDENT LEARNING

The second major function of Classroom Research is reinforcing student learning by having students write about what they have learned. You simply need to ask a question or give a direction:

-summarize what you have learned today about .

-list the steps you would follow in doing .

-evaluate ‘s assessment of .

-paraphrase this journal article.

-what does your text say is ?

Reinforcing learning through writing is an effective teaching method even if you do no follow-up at all. However, feedback gives students concrete assessment. The instructor can produce the complete answer on the chalkboard or overhead so students can compare their answers to the instructor’s. In addition, if more time is available, collaborative learning can be introduced by having pairs or groups share their answers and create a new response using everyone’s contributions.

One application of this technique can be extremely helpful to students and improve their performance on tests. When you cover information on which you will ask essay questions, you can cement the detail you’ll want in the answer by having students list those specifics during class just after you cover the concept. This exercise can be developed as group work, with or without students using notes or their texts.

These Classroom Research techniques enhance learning and encourage writing. Using no follow-up is easiest; just assume their putting ideas into words will augment the learning. However, a more effective technique involves giving students an ideal answer, so they know what they omitted. Evaluating individual or group responses outside of class can save class minutes but deplete instructor time, and convert the exercise into a quiz for students. But the most valuable reward is that the instructor can discover how much the students are comprehending BEFORE giving them an exam.

Hints for Success

The creators of Classroom Research urge beginners to embark SLOWLY on eliciting feedback about teaching. If you ask too many questions too quickly, you will have more information that you can handle. Try three or four questions or One Minute Papers at different times in ONE CLASS for the first semester. When you have had time to adjust your course materials to reflect what you learned, seek more information.

In preparing feedback or reinforcement techniques, be specific about the detail and length you want in their responses. For instance, ask several specific questions about the week-long assignment they completed rather than asking “what did you think of the assignment?” Then, give students time to complete and submit answers before they leave class; if they do this as homework, some will forget.

The most important warning of all is do not ask what you do not want to know. Students will tell you where they think you have weaknesses. If you are not strong enough to take the criticism objectively, you should not be encouraging feedback.

SUMMARY

Classroom Research assumes that one of the best ways to improve teaching and learning is to empower faculty to appraise the effects of their teaching on their students. The concept assumes that the dedicated teacher is the best person to create the specific techniques – design the questions or directions. Using Classroom Research effectively, teachers can secure feedback about how they teach and how students learn.

Classroom Research is an exciting tool for any classroom. As the emphasis on teaching/learning and accountability increases, more faculty will find that this tool provides them with information essential to enhancing their courses. If you use Classroom Research effectively, it will compel you to rethink what you do.

For further information, contact:

Donna Kirkley

Professor of Speech Communications

Howard Community College

410-772-4870