Using Muddiest Point Formative Feedback to Encourage Reflective Teaching and Improve Student Learning
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Claire Yan, Senior Instructor, University of British Columbia Festival of Learning in Burnaby, B.C. - June 6-9, 2016
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Using Muddiest Point Formative Feedback to Encourage Reflective Teaching and Improve Student Learning
- 2. Agenda • Forma?ve and summa?ve feedback • Features of effec?ve feedback • Muddiest point survey – Background – Implementa?on via Blackboard survey tool – Impact on instructor’s teaching – Impact on student learning • Summary 2
- 3. 3 How can I quickly grab students’ attention in class? How do I quickly identifystudent problems?
- 4. Forma1ve Feedback Summa1ve Feedback Time During a course, ongoing At the end of a course Purpose • Help students iden?fy strength and weakness during the course of learning • Help the instructor monitor student learning progress • Provide students final evalua?on of their learning in comparison to a standard 4
- 6. Muddiest Point (MP) Survey • A means of forma?ve feedback developed by Dr. Frederick Mosteller, 1989 • Focusing on student confusion on a topic • Two ques?ons in a MP survey – Muddiest point “What topic remains the least clear to you?” “Describe in a sentence what was confusing or needs more explana?on.” – Most interes1ng point “In a sentence explain what you found the most interes?ng about today's class.” 6
- 8. Sample Student Responses to MP Survey from a material science class (experienced user) • Muddiest Points – “How do I determine which elements form Ionic or Covalent bonds?” – “I need clarifica?on on the characteris?cs associated with certain types of bond” • Most Interes1ng Points – “How to make a garbage bag and a bulletproof vest out of the same material.” – “Covalent bond has several kinds of bonding such as 0-D, 1-D, 3-D.” 8 DON’T SUMMARIZE USE STUDENTS’ OWN LANGUAGE
- 9. MP Survey for Reflec1ve Teaching • Address MP ques?ons at the beginning of each class – Draw students’ aZen?on – Resolve confusion and correct misconcep?ons – Smooth transi?on from previous class to current class • Design targeted class ac?vi?es and tutorial/ assignment problems • Create enriched learning resources – Youtube channel hZps://www.youtube.com/user/MaterialsConcepts/feed – Create ideas for new books 9
- 10. Successful (experienced user) Successful (experienced user) Successful (first 1me user A ) Successful (first 1me user) Unsuccessful (first 1me user B) Class size ~ 80 N/A ~ 80 23 Two classes (27, 29) Overall response rate 60-90% 80-90% (at the end of semester) ~ 70% ~ 52% ~ 58% (3x5 notecard) ~ 79% (assigned reading) Very poor Incen1ve Up to 5% grade (extra credit) Credit for aZendance Up to 2.5% grade (extra credit) • None for class notecard; • MP for assigned reading is part of homework none MP feedback Almost in every class with single slide of a few MPs with diagrams on board Almost in every class • 80% lectures • 5-10 min at the beginning of class • Hand back 3x5 notecard in the next class with instructor’s comments • Further discussion on MP in class N/A 10 Waters, C.K. et al, Revealing Student MisconcepDons and Instructor Blind Spots with Muddiest Point FormaDve Feedback , 123rd ASEE annual conference and exposiDon, June 26-29, 2016
- 12. Change of Faculty Beliefs Measured by RTOP 12 34 9 0 5 10 15 20 25 30 35 40 Sucessful 1st ?me user (A) Unsucessful 1st ?me user (B) % of change in RTOP scores between pre- and post- MP ac1vi1es Waters, C.K. et al, Revealing Student MisconcepDons and Instructor Blind Spots with Muddiest Point FormaDve Feedback , 123rd ASEE annual conference and exposiDon, June 26-29, 2016 • A high RTOP score indicates a more student-centered teaching strategy. • A low RTOP score indicates a more teacher-centered strategy.
- 13. Impact on Student Learning Data from an experienced user • Student persistence (#students at final exam over #students ini?ally registered in the course) 13 • MP promotes reflec?ve learning • Scaffolding with ?mely feedback and enriched learning resources boosts students’ interest and confidence in learning Krause, S.J. et al, The Impact of Two-Way FormaDve Feedback and Web-Enabled Resources on Student Resource Use and Performance in Materials Courses, 122nd ASEE annual conference and exposiDon, June 14-17, 2015 Before using MP Aer using MP
- 15. Summary • MP makes learning “visible” to both instructors and students • MP, if used effec?vely, may – For faculty • Promote reflec?ve teaching • Help plan/create enriched learning resources and engagement ac?vi?es • Help foster student-centered teaching philosophy and prac?ce – For students • Encourage reflec?ve learning • Promote responsibility for and confidence in learning • To encourage student par?cipa?on – Use incen?ves – Faculty provides consistent and ?mely feedback to help students see the value of MP 15
- 16. Acknowledgement • Bethany Smith, MASc, Arizona State University • Yong-Seok Park, PhD, Arizona State University • Danielle Stevens, MASc, Arizona State University Contact: Claire Yan ( [email protected] ) 16