Abstract

Class instruction is a living and ever evolving process aimed at providing students with a quality education. Instructors are responsible for analyzing their courses to ensure that delivery of information is effective. Changes made are usually based on student assessments; however, our reactions to assessments are flawed without student insight. One method to obtain student feedback is through muddiest point reflections. This activity asks students to reflect on what was just taught allowing students the opportunity to share what was "muddy". This mixed-methods study provides vignettes from faculty members on their use of muddiest point reflections and an assessment of what value students associate with such an intervention. Faculty members who have used this approach say it drives change within their classes. The analysis of student value beliefs revealed muddiest point reflections as an intervention that positively impacts interest, attainment, and utility value without negative cost. The appeal of muddiest points was also evident with 77% of students hoping to see muddiest point reflections in another class and 93% agreeing to recommend their course experience to a friend. These findings suggest that students agree more than disagree that muddiest point reflections are a valuable addition to their educational experience.

Original languageEnglish (US)
Title of host publicationProceedings - Frontiers in Education Conference, FIE
Pages937-942
Number of pages6
DOIs
StatePublished - 2013
Event43rd IEEE Annual Frontiers in Education Conference, FIE 2013 - Oklahoma City, OK, United States
Duration: Oct 23 2013Oct 26 2013

Other

Other43rd IEEE Annual Frontiers in Education Conference, FIE 2013
CountryUnited States
CityOklahoma City, OK
Period10/23/1310/26/13

Fingerprint

Students
student
utility value
Values
appeal
instructor
experience
Education
instruction
Feedback
costs
Costs
education

Keywords

  • Associated value
  • Curricular change
  • Formative feedback
  • Muddiest point reflection

ASJC Scopus subject areas

  • Computer Science Applications
  • Software
  • Education

Cite this

Carberry, A., Krause, S., Ankeny, C., & Waters, C. (2013). "Unmuddying" course content using muddiest point reflections. In Proceedings - Frontiers in Education Conference, FIE (pp. 937-942). [6684966] https://doi.org/10.1109/FIE.2013.6684966

"Unmuddying" course content using muddiest point reflections. / Carberry, Adam; Krause, Stephen; Ankeny, Casey; Waters, Cynthia.

Proceedings - Frontiers in Education Conference, FIE. 2013. p. 937-942 6684966.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Carberry, A, Krause, S, Ankeny, C & Waters, C 2013, "Unmuddying" course content using muddiest point reflections. in Proceedings - Frontiers in Education Conference, FIE., 6684966, pp. 937-942, 43rd IEEE Annual Frontiers in Education Conference, FIE 2013, Oklahoma City, OK, United States, 10/23/13. https://doi.org/10.1109/FIE.2013.6684966
Carberry A, Krause S, Ankeny C, Waters C. "Unmuddying" course content using muddiest point reflections. In Proceedings - Frontiers in Education Conference, FIE. 2013. p. 937-942. 6684966 https://doi.org/10.1109/FIE.2013.6684966
Carberry, Adam ; Krause, Stephen ; Ankeny, Casey ; Waters, Cynthia. / "Unmuddying" course content using muddiest point reflections. Proceedings - Frontiers in Education Conference, FIE. 2013. pp. 937-942
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