1. One-Minute Paper: Student Perception of Learning Gains
Shari M. Burns, Ed.D., CRNA Midwestern University
College of Health Sciences-Glendale

2. Teaching How do we know if the students are learning?
How do students know if they are learning?
Classroom Assessment Techniques (CATs)
One Minute Assessment

3. CATs
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.

4. What do you need? Notecard (5X7)
Side 1: What was the most important information you learned today?
Side 2:What information learned today remains confusing?

5. Steps Explain the purpose
Pass out the cards at the beginning of class.
Allow a couple minutes at the end of class for students to complete the card.
Collect the cards.
Review the content.
Send a follow-up (thematic)

6. Using the One-Minute Paper
Assessment
Learning strategy
Students
Faculty

7. Anderson, D., & Burns, S. (2013). One minute paper: Student assessment perception of learning gains. College Student Journal, 47(1),

8. Evidence-Part I Literature Faculty and Student experience
“good or great gains in applying what they had learned in class to other situations”
“good or great gains in connecting key class ideas with other knowledge”
(Anderson & Burns, 2013)

9. What We Learned Small sample size Foundation study in health sciences
Form of the research question may influence outcome.
Revise the research question and replicate.
Phase II

10. Evidence Part II Increased the sample size (31 to 45)
Form of the research question: expanded (perception and feedback)
(Hess-Burton, Anderson, Burns & Williams, 2014)

11. Results Less learning gains than lecture or group work
Good or great learning gains connecting key ideas from previous learning
Good or great gains in applying what they had learned in class
Younger students <25 perceived less learning gains

12. Using the One Minute Assessment
Beginning, middle or end of class
How often to use the strategy
How to use the student responses

13. Sharing the Feedback: Email
 Side I Feedback to students
You value the ability to:
differentially diagnose the parturient based on clinical signs and symptoms.
think critically using Case Assessment technique.

14. Sharing the Feedback
Side 2 feedback-a little more clarity (muddy point): 
Amniotic Fluid Embolism: a huge release of histamine from mast cells produces the cardiac symptoms……Yet, what is certain as that there is a passage from the amniotic fluid sac to the mom’s venous circulation (often from placenta malformations). Most important is recognition of signs and immediate treatment.

15. Sharing the Feedback
Difficult Airway Management: Be sure to review and understand the chart in Nagelhout (1123).
Fetal Heart Monitoring- interpretation will come with practice. For now understanding the definitions of early, late and variable decelerations is important as well as the etiology. Then, what will you do for each scenario?

16. Student Feedback
“I want to thank you for posting the one minute assessment feedback. It has helped greatly. I will definitely take your advice.”
“Thank you for the information.”

17. Questions

18. Resources http://www2.creighton.edu/fileadmin/user/AEA/docs/CATs.pdf

19. Resources