Using Text Messages To Encourage Meaningful Self-Assessment Outside of the Classroom,Journal of Chemical Education

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Using Text Messages To Encourage Meaningful Self-Assessment Outside of the Classroom
Journal of Chemical Education ( IF 2.5 ) Pub Date : 2018-10-15 00:00:00 , DOI: 10.1021/acs.jchemed.8b00361
Deborah G. Herrington ₁ , Ryan D. Sweeder ₂

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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.

中文翻译：

使用短信鼓励课堂外有意义的自我评估

本期刊的最新文章提倡将教学重点放在该学科的核心思想上，并将评估范围从内容知识转移到其他方面，以证明学生可以用自己的知识做什么。然而，这种指导和评估所支持的深度连接学习要求学生在课堂内外进行有意义的学习活动。我们可以在班级内部组织学习活动，要求学生使用和运用他们的知识，构建解释和论据，并与他人进行讨论；但是，我们对学生在课堂以外的活动的控制较少。此外，要让学生在课堂外有意义地参与这些类型的评估，就需要一种方法来封闭评估循环，利用学生的反应来指导教学，并支持这些技能的学习和发展。本文介绍了一个免费且易于使用的系统，结合了Remind和Google Forms，该系统使教师可以利用学生最常使用的交流方式（短信），使学生参与文献中要求的评估题类型。通过在两个不同机构的试点研究，我们确定了教师在实施中应考虑的关键问题，以作为将学生的自我评估和教师形成性评估纳入其课堂的一种手段。我们在本文中描述的方式对使用“提醒”系统的总体学生反馈是积极的。学生指出，这有助于他们评估自己的理解，并促使他们更频繁地从事化学工作。此外，学生对下午或傍晚的信息表示偏好，而对于要求他们绘制和上传图片的问题则更加不喜欢。

更新日期：2018-10-15

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