Quien me puede responder que es URGENTE
The Minute Paper is a very commonly used classroom assessment technique. It
really does take about a minute and, while usually used at the end of class, it can be used at the end of any topic discussion. Its major advantage is that it provides rapid feedback on whether the professor's main idea and what the students perceived as the main idea are the same. Additionally, by asking students to add a question at the end, this assessment becomes an integrative task. Students must first organize their thinking to rank the major points and then decide upon a significant question. Sometimes, instead of asking for the main point, a professor may wish to probe for the most disturbing or most surprising item. It is thus a very adaptable tool.
Typically, professors can read about four Minute Papers per minute. Adapted from
T.A. Angelo and K. P. Cross, 1993. Classroom Assessment Techniques, 2nd ed. San Francisco: Jossey-Bass. p.148-53.
Sample Form: The Minute Paper
In concise, well-planned sentences, please answer the two questions below:
1. What are the two [three, four, five] most significant [central, useful, meaningful, surprising, disturbing] things you have learned during this session? ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What question(s) remain uppermost in your mind? ________________________________________________________________________
________________________________________________________________________
3. Is there anything you did not understand? ________________________________________________________________________
The Minute Paper is a very commonly used classroom assessment technique. It
really does take about a minute and, while usually used at the end of class, it can be used at the end of any topic discussion. Its major advantage is that it provides rapid feedback on whether the professor's main idea and what the students perceived as the main idea are the same. Additionally, by asking students to add a question at the end, this assessment becomes an integrative task. Students must first organize their thinking to rank the major points and then decide upon a significant question. Sometimes, instead of asking for the main point, a professor may wish to probe for the most disturbing or most surprising item. It is thus a very adaptable tool.
Typically, professors can read about four Minute Papers per minute. Adapted from
T.A. Angelo and K. P. Cross, 1993. Classroom Assessment Techniques, 2nd ed. San Francisco: Jossey-Bass. p.148-53.
Sample Form: The Minute Paper
In concise, well-planned sentences, please answer the two questions below:
1. What are the two [three, four, five] most significant [central, useful, meaningful, surprising, disturbing] things you have learned during this session? ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What question(s) remain uppermost in your mind? ________________________________________________________________________
________________________________________________________________________
3. Is there anything you did not understand? ________________________________________________________________________
Recommend Questions
Rosi2004
October 2019 | 0 Replies
¿En cual de los dos casos siguientes hay un porcentaje mayor de estudiantes que van a pie desde su casa al colegio? a) La institucion educativa Flora Tristan tiene 250 alumnos. 100 de ellos van a pie. b) La institucion educativa San Jose cuenta con 400 alumnos, de los cuales 150 van a pie NOTA: yo ya realize el a) segun lo que entendi: Datos: Total de alumnos = 400 Van a pie= 150100/250 = 20/50 = 20x2 / 50x2 = 40 / 100 = 40% No se si este bien, porfa ayudenme u.u
El Minute Paper es una técnica de evaluación de aula muy utilizada. EsoRealmente toma cerca de un minuto y, mientras que se utiliza generalmente al final de la clase, puede ser utilizado al final de cualquier discusión del tema. Su principal ventaja es que proporciona una rápida retroalimentación sobre si la idea principal del profesor y lo que los estudiantes perciben como la idea principal son los mismos. Además, al pedir a los estudiantes que añadan una pregunta al final, esta evaluación se convierte en una tarea integradora. Los estudiantes primero deben organizar su pensamiento para clasificar los puntos principales y luego decidir sobre una pregunta significativa. A veces, en vez de preguntar por el punto principal, un profesor puede desear para probar para el artículo más inquietante o más sorprendente. Por lo tanto, es una herramienta muy adaptable.Normalmente, los profesores pueden leer aproximadamente cuatro Minute Papers por minuto. Adaptado deEJÉRCITO DE RESERVA. Angelo y K. P. Cross, 1993. Classroom Assessment Techniques, 2ª ed. San Francisco: Jossey-Bass. P.148 - 53.Forma de la muestra: El papel de los minutosEn frases concisas y bien planificadas, responda las dos preguntas siguientes:1. ¿Cuáles son las dos [tres, cuatro, cinco] cosas más importantes [centrales, útiles, significativas, sorprendentes, inquietantes] que has aprendido durante esta sesión? ________________________________________________________________________________________________________________________________________________________________________________________________________________________2. ¿Qué pregunta (s) sigue siendo superior en su mente? ________________________________________________________________________________________________________________________________________________3. ¿Hay algo que no entendió?