This article shares ideas for how to elicit and use student thinking to foster learning in university classrooms. Suggestions are made for making instructional changes that enhance both shorter-term and longer-term learning opportunities.
When the topic of classroom assessment arises, many imagine creating and delivering high-stakes midterm and final exams or facing a stack of final research papers that await grading. For many professors, assessing student learning is an isolating and anxiety-producing event, followed by varied reactions from students who often seem nonplussed by their grades. But what if students were included in semester-long assessment activities that were practiced, discussed, and reconsidered throughout the semester?