Using Text Messages to Encourage Meaningful Self-Assessment outside of the Classroom

Autor/inn/en	Herrington, Deborah G.; Sweeder, Ryan D.
Titel	Using Text Messages to Encourage Meaningful Self-Assessment outside of the Classroom
Quelle	In: Journal of Chemical Education, 92 (2018) 12, S.2148-2154 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herrington, Deborah G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.8b00361
Schlagwörter	Self Evaluation (Individuals); Teaching Methods; Learning Activities; Student Attitudes; Skill Development; Formative Evaluation; Feedback (Response); Chemistry; Science Instruction; Preferences; Telecommunications; Asynchronous Communication; Handheld Devices; Computer Software; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Telekommunikationstechnik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Recent articles in this "Journal" have advocated for focusing instruction on core ideas of the discipline and moving assessment beyond content knowledge to also eliciting evidence about what students can do with their knowledge. Yet, the deep connected learning supported by this kind of instruction and assessment requires students to engage in meaningful learning activities both within and outside of the classroom. We can structure learning activities within our classes that require students to use and apply their knowledge, construct explanations and arguments, and engage in discussion with others; however, we have less control of what students do outside of the classroom. Further, meaningful engagement of students with these types of assessments outside the classroom requires a means for closing the assessment loop, using student responses to inform instruction and support learning and development of these skills. This paper describes a free and easy to use system, combining Remind and Google Forms, that allows instructors to engage students in the types of assessment questions called for in the literature by leveraging the method of communication students use most frequently, text messaging. Through this pilot study at two different institutions, we have identified key issues that instructors should consider in its implementation as a means for incorporating student self-assessment and instructor formative assessment into their classes. Overall student feedback to the use of the "Remind" system in the way we describe in this paper was positive. Students indicated that it helped them to assess their own understanding as well as prompted them to work on chemistry more frequently. Additionally, students indicated preferences for afternoon or early evening messages and a greater dislike for questions requiring them to draw and upload pictures. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01