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ERIC Number: EJ1136225
Record Type: Journal
Publication Date: 2011-Jan
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-4744
EISSN: N/A
What's Stalling Learning? Using a Formative Assessment Tool to Address Critical Incidents in Class
Hessler, H. Brooke; Taggart, Amy Rupiper
International Journal for the Scholarship of Teaching and Learning, v5 n1 Article 9 Jan 2011
We report on the use of Brookfield's (1995) formative assessment tool, the "Critical Incident Questionnaire" (CIQ) to help students and teachers identify and discuss key factors affecting learning. We offer insight into two major areas: (1) testing and adapting the existing tool to improve teaching and learning; and (2) identifying moments of potentially productive tension between the learner and the learning process--moments that, once named, we can address more directly. We call these moments "stasis points". Our research questions were: "Based on insights emerging from regular use of the CIQ, how might the tool be better worded to encourage productive student reflection?" and "What common "stasis" points do students identify when they reflect on their learning in the weekly CIQ?" This research was conducted within the context of a longitudinal, cross-institutional study of reflective practices in writing courses. Responses indicated a tendency to report challenges related to the pedagogical approaches of the class more than challenges concerning the understanding of course content. The study yields insights into the use of the CIQ itself, as well as into the kinds of "critical incidents" students considered most noteworthy.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A