Resources for Faculty
Lecture Gauge
| Try it for yourself! |
|
Click here
to try the Lecture Gauge from the student perspective. Click here to see a sample of the results. |
What is it?
The Lecture Gauge is a good way for you to get immediate feedback
on what students retained from a lecture.* Directly after a lecture,
students provide feedback about their experience of the lecture.
How does it work?
Students go to a web page and record
their experience of the lecture, as either too challenging, just right,
or not challenging enough. Students also write what they felt was the
most important point of the lecture, as well as the least clear part
of the lecture (sometimes called the "muddiest point"). The
web page records their responses anonymously (see Fig. 1 below).
As the students in the course fill out this quick survey, the faculty member can go to another page (to which they have sole access) and get an immediate sense of how the class responded to the lecture. This feedback includes aggregate information about the perceived level of difficulty of the lecture, as well as all students' responses about the most important points and the most confusing or difficult parts of the lecture (see Fig. 2, below).
For more information about the Lecture Gauge, or to request
this service during your current course, contact Jeremy Sabol (725-4164,
jsabol@stanford.edu).
*The Lecture Gauge is adapted from two standard classroom
assessment techniques: the minute paper and the muddiest point. Both
are fully described in the Thomas Angelo and K. Patricia Cross's excellent
Classroom Assessment Techniques (Jossey-Bass: San Francisco,
1993). Come up to CTL and check it out!