COMMENTARYWilbert J. McKeachieUniversity of Michigan Like Patricia Cross, I've used Minute Papers for many years--ever since Wilson
first discovered their use by a Berkeley Physics Professor. But I usually allow
more than a minute for a Minute Paper and I plan to use these pages for two
Minute Papers stimulated primarily by the previous chapters by Cross and Keeton
as well as by Chickering. I will begin by a statement of one important thing I
learned from Cross and Keeton, and then comment on these points, adding two
questions that I hope we will continue to think about.The two main points I want to emphasize are not exactly new to me, but these
chapters expanded and clarified my thinking and also led to the questions I shall
raise as the second part of my Minute Papers.
FEEDBACK AND REFLECTION IN FACILITATING
|1. ||1. (From Cross) An assessment device, such as the Minute Paper, should be
educational for both students and teachers.|
|2. ||2. (From Keeton) If we are to facilitate life-long learning, we need to integrate
theory, practice, and assessment. This implies that we need to teach students to
be aware of their own learning, to think about what an experience has taught
them, to think about how it can be transferred to other situations (theory), and
to assess not only what they have learned but also how they can build on that
learning. As Chickering said, it is this ability to build on prior learning that
should define success.|
Now let me expand a bit on these points. According to Cross, "Some students
just never stop to reflect, to put it all together, and draw some synthesis about what
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Assessment in Higher Education:Issues of Access, Quality, Student Development, and Public Policy.
Contributors: Samuel J. Messick - Editor.
Publisher: Lawrence Erlbaum Associates.
Place of publication: Mahwah, NJ.
Publication year: 1999.
Page number: 57.
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