The need for this assessment is to increase student learning through providing clearer journal expectations for my course.
The necessity for change is to reduce student and instructor frustration. I want to provide clear criteria, structure, and direction but offer flexibility to adapt their own style.
A checklist was created with the purpose to reduce students complaints, help students find success earlier, and help them find the value in journalling. This will be assessed with both anectodal responses, end of the semester surveys, and overall journal scores. I provided the check list, broke down the process with the class, gave individual feedback and provided examples of successful journal entries.
I graded journals and found students who followed the checklist received more credit than previous semesters, journals were easier to assess, and I heard fewer complaints over grading. End of the semester student surveys also showed they valued journals more than in the past. Also, I spoke with 3-4 former students this semester and they each said the expectations from the fall class helped them tremendously this Spring.
As evidenced in multiple CATS written about journaling in STEM, faculty from chemistry, physics, calculus, and biology utilize journals to improve students' deeper level of learning. Critical thinking skills and written communication skills (EMCC ILOs) are important in STEM. I want to ensure my students leave my own course ready and prepared for the other STEM courses. Also, these journals are used to asses physics' classroom learning outcomes. Please see attached documents for sample survey results and journal entries.
| Attachment | Size |
|---|---|
| grading-journals.docx | 16.63 KB |
| student1example.pdf | 2.62 MB |
| student2ex.pdf | 11.75 MB |
| student3ex.pdf | 6.67 MB |
| student4example.pdf | 13.82 MB |
| journal-survey-responses.docx | 369.51 KB |
Comments
Angela - great CATS. I love how our STEM courses have worked collaboratively to enhance journaling in our courses. Hopefully, we can get a few more math faculty to start doing this, too. I look forward to seeing the modifications you make to the checklist for this fall.
Hi Angela,
You and your learning community colleagues (Jennifer and Becky) continue to inspire me about student learning! The checklist is a great idea! I feel this has dual purposes: 1. This works as a reference point and rubric for your students, 2. This helps your students learn to self correct and problem solve independently.
Thank you for your CATS submission! Thank you for caring for our students and their learning.
Catherine
Hi Angela,
You and your learning community colleagues (Jennifer and Becky) continue to inspire me about student learning! The checklist is a great idea! I feel this has dual purposes: 1. This works as a reference point and rubric for your students, 2. This helps your students learn to self correct and problem solve independently.
Thank you for your CATS submission! Thank you for caring for our students and their learning.
Catherine
Hi Angela,
I am so grateful to have stumbled upon your checklist here. The expectation to share "Predictions or pre-thinking ideas. Provide your reasoning. (Can be in bullet points or sentences.)" particularly caught my eye. I am currently in the process of changing my prompts for journal checks, and think asking students to share their thinking prior to activities/labs, etc. will both help students access their prior knowledge during class as well as reflect on their learning to make connections after opportunities to "practice." I am now planning to use this particular expectation in my journal check assignments.
Thank you for your advice, so many years later. ;)
Melanie