Longitudinal Assessment of Web-enabled Muddiest Points in Different Biomedical Engineering Courses

摘要

Research highlights the benefit of student reflection and frequent, formative feedback. One such method is the Muddiest Point exercise where students reflect after instruction about both unclear and interesting points. Then, instructors analyze student feedback for the most popular concepts and select those central to the learning objective. Previously, our work has shown that students feel favorably about the interest, utility, and ‘cost’ associated with this exercise in a one-credit, junior level Statistics course. This work compares student attitude in other courses to discern if the Muddiest Point exercise strategy is universally favorable.