Estimated Levels of Time and Energy Required for:
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Pages: |
| Faculty to prepare to use this CAT |
Medium
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263-266 |
| Students to respond to the assessment |
High |
| Faculty to analyze the data collected | High |
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| Description |
"Students begin Double-Entry Journals by noting the ideas, assertions, and arguments in their assigned course readings that they find most meaningful and/or most controversial. These notes on the text are the first half of the Double-Entry Journal. The second entry in the Double-Entry Journal explains the personal significance of the passage selected and responds to that passage. In this way, students engage in a dialogue with the text, exploring their reactions to the reading."
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| Purpose | "This technique provides detailed feedback on how students read, analyze, and respond to assigned texts. Faculty get a sense of what their students notice and value in those texts from the passages they choose to comment on in the first journal entries. Then, from the second journal entries, faculty learn why students value those passages. By analyzing students’ responses to texts, faculty gain insights into student interests, concern, and values – and into ways to help students connect the readings to their lives. Students, for their part, develop clearer understanding of how they read and why they respond to certain texts." — Classroom Assessment Techniques, Angelo, TA and Cross, KP, 1993 |