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Inclusive Assessment of Class Participation: Students' Takeaways as a One-Minute Paper.

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Titel: Inclusive Assessment of Class Participation: Students' Takeaways as a One-Minute Paper.
Autoren: Levin-Banchik, Luba
Quelle: PS: Political Science & Politics; Jan2022, Vol. 55 Issue 1, p171-175, 5p
Abstract: Building on the concept of a one-minute paper, I suggest students' takeaways as a simple technique for inclusive assessment of participation in a classroom. Acknowledging cultural and language barriers, the takeaways technique allows an instructor to grade participation not by observing the frequency of spoken comments but instead by the quality of written comments in students' one-point takeaway memos completed at the end of each class. In this way, all students have an equal chance to be appraised for their participation, indicated by being attentive in class. This article surveys the scholarship on one-minute papers and participation grading in political science, outlines takeaway procedures, and discusses how to adjust this technique for face-to-face and online learning environments. I suggest that takeaways ensure transparency in grading participation, enable equal opportunities to participate, encourage students' attentiveness, and create a communication channel for the exchange of immediate feedback between a professor and students. [ABSTRACT FROM AUTHOR]
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Beschreibung
Abstract:Building on the concept of a one-minute paper, I suggest students' takeaways as a simple technique for inclusive assessment of participation in a classroom. Acknowledging cultural and language barriers, the takeaways technique allows an instructor to grade participation not by observing the frequency of spoken comments but instead by the quality of written comments in students' one-point takeaway memos completed at the end of each class. In this way, all students have an equal chance to be appraised for their participation, indicated by being attentive in class. This article surveys the scholarship on one-minute papers and participation grading in political science, outlines takeaway procedures, and discusses how to adjust this technique for face-to-face and online learning environments. I suggest that takeaways ensure transparency in grading participation, enable equal opportunities to participate, encourage students' attentiveness, and create a communication channel for the exchange of immediate feedback between a professor and students. [ABSTRACT FROM AUTHOR]
ISSN:10490965
DOI:10.1017/S104909652100086X