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Minute Papers

Julie Taylor

Description

The Minute Paper is a classroom assessment technique that allows teachers to get timely and accurate feedback from students on their understanding of classroom topics. It is a tool that can be used across disciplines and in virtually all classroom settings. It can be used without advanced planning when an instructor wants immediate feedback on students' understanding.

To use a Minute Paper, the teacher must:

• Choose the focus of the Minute Paper. Then, decide on the most effective time to administer the paper. (Ex. If the focus is understanding of a homework assignment- the first few minutes of class may be the most appropriate time, understanding of an in-class presentation- the last few minutes may be best.)

• Develop one or two questions that can be answered briefly by students. (Ex. What was the most important thing you learned in today’s class?)

• Write the questions on the board or overhead.

• Give students index cards (or allow them to use their own paper).

• Ask students to answer the questions on the card. Names are optional.

• Allow 2-5 minutes per question.

• Collect cards.

• Tabulate answers and note comments.

• Share results with students during the next class meeting.

• Make adjustments as needed to improve understanding.

More in-depth information is available in Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Ed. by Thomas A. Angelo and K. Patricia Cross. Information and sample questions are available on www.csupomona.edu/~biology/teaching_bytes/one-minute-paper.pdf

Major Concepts

The Minute Paper concept has probably been invented and re-invented many times. It was referenced by Robert Wilson (1986) in a journal article that discussed ways to improve college teaching. Students were surveyed and asked to identify their best professors. The individuals who were identified were then asked about the teaching techniques that they used. One student-identified physics professor discussed his Minute Papers as something that students truly appreciated. This may have been the first article referencing Minute Papers.

More recently, the Minute Paper was included in a handbook of classroom assessment techniques by Angelo and Cross (1993) who believe it to be used more often and by more college teachers than any other classroom assessment technique. This handbook provides information on goals related to the Minute Paper, examples of results from history, statistics, and journalism classes. Variations on the Minute Paper are also included.

This assessment technique is appropriate for adult learners because it demonstrates value for their questions and concerns. Simply hearing that other students have the same question may encourage adult learners who are insecure about their abilities. When a teacher takes time to assign a Minute Paper, and then uses the results of the Minute Paper to improve learning, he is demonstrating a willingness to adjust his teaching to allow for deeper learning by the students. This reflection on the data collected enables the teacher to learn from the Minute Papers and help adult learners "cross the bridge to understanding" (Pratt, 1998).

Selma Vonderwell(2006) wrote about adapting the Minute Paper to an online environment. Online weekly journals provide feedback that allow online instructors to assess learning in an online environment. Minute Papers can help bridge communication gaps that often exist between online teachers and students.

The Minute Paper technique provides a way for adult learners to share their ideas. Students may learn how to differentiate between major points and minor details through this activity. Teachers may realize that major points are not obvious to the students. Meaningful use of the Minute Paper strategy occurs when the teacher and learner use the information to improve learning. Palmer (1998) states, "Good teachers posess a capacity for connectedness" (p.11). Minute papers provide one more way for teachers to connect with students.

Relationship to Teaching Perspective

Minute Papers could be used effectively with almost all teaching perspectives.

Transmission teachers should be interested in how the students are receiving their instruction. Minute Papers may provide information that indicates confusion or misunderstanding from the instruction. Adjustments could be made to improve understanding before testing the students.

Nurturing teachers would be especially interested in feedback from Minute Papaers. This strategy provides a "safe" method for students to voice concerns or questions. Pratt (1998) states that nurturing teachers practice empathy - experiencing from the learner's point of view. Minute Papers provide another means for nurturing teachers to learn about the learner's point of view.

Developmental, apprenticeship, and social reform teachers could all use the Minute Paper. The information that is gained would allow any teacher to evaluate the learning that is taking place. Each teacher could vary the questions used to provide the information most relative to their perspective.

Benefits

According to Angelo & Cross(1993) the benefits of Minute Papers are:

Provide immediate feedback during the semester for teachers.

Allow teachers to provide quick responses to student questions or concerns.

Allow teachers to collect and analyze data in a short amount of time.

Promotes active listening.

Allow students to compare the overall class response to their own.

Drawbacks and Cautions

When using Minute Papers:

Write the questions carefully to ensure that students will understand and interpret the question in the same way as the teacher. Experts suggest starting with specific questions with limited scope.

Tabulate the data immediately and share it with the students in the next class meeting. Delays in responses cause students to question the benefit of the Minute Paper.

Assure students that Minute Papers are anonymous and are not graded or used against them in any way.

Final Thoughts

The Minute Paper is a tool that can be used by instructors to assess student understanding. Minute Papers allow assessment of learning after a lecture or presentation, or assessment of prior knowledge when used before teaching a topic. Minute Papers can help students clarify and articulate their thinking and may increase the focus that a student has while listening. Minute Papers demonstrate to students that the instructor is interested in their feedback and is willing to consider changes that would increase understanding.

References

Angelo, Thomas A. & Cross, Patricia K. (1993). Classroom assessment techniques: a handbook for college teachers. San Francisco, CA: Jossey-Bass.

California State Polytechnic Institute- Pomona. (2001). The one-minute paper. Retrieved Mar. 17, 2007, from http://www.csupomona.edu/~biology/teaching_bytes/one-minute-paper.pdf%20

Palmer, Parker J. (1998). The courage to teach: exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

Pratt, Daniel D. & Associates (1998). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger Publishing Co.

Vonderwell, Selma (2006). Assessing online learning and teaching: adapting the minute paper. TechTrends: Linking Research & Practice to Improve Learning, 84(4), 29-31.

Wilson, R. C. (1986). Improving faculty teaching: effective use of student evaluations and consultants. Journal of Higher Education, 57, 196.