finishTHE ISSUE:

As the temperature warms up and the end of the term comes into view, students can tune out or drop off in quality, engagement, interaction etc. just trying to “get to the end.”


Using a variety of prompts to solicit from students to:

  • Boost confidence for capstone assessments by determining what remaining gaps they have on the material
  • Show them their progress they have made on their mastery understanding of key material
  • Get students reflecting on the objective, post-class value of their work and material to date.
  1.  Resolve “loose ends”
    “What course topic/ material is still the most confusing or not really understood for you?”
    FOLLOWUP: Compile the TOP most mysterious/ least understood material. Develop a Jigsaw or application activity to force students to review and share peer to peer dialog around the tricky material. ID those that are solid with the material to lead/ facilitate activities.
  2. Show Value/ Progress of Material
    “What topic/material was the most surprising or challenged your preconceptions from where you started here? Why?”
    FOLLOWUP: Compile results and see what is most common/ prominent (Can use a tool like a “word cloud” generator if collected electronically). Develop class discussion/ activity to review this compiled info and celebrate insights with volunteers in front of whole class or small groups contrast/analyze their preconceptions vs potential ways for sharing/educating others to share these insights.
  3. Application Cards” (Angelo & Cross)
    “What are at least 3 possible real world applications of what they have learned in this class?”
    FOLLOWUP: “Answers can be separated into four groups — great,

    acceptable, marginal, and not acceptable. Responses might be discussed in the next class, with some attention given to factors that argue for and against sets of responses.” (Angelo & Cross)
  4. Student-Generated Final Exam Questions (Angelo & Cross)
    “What are two or three potential Final Exam questions and accompanying correct (or A+) responses?”
    FOLLOWUP: “A form or checklist could be used to sort the types and

    range of the questions (the level of questions, relevance of the topics, clarity of responses): Make a rough tally of the types of questions students propose (e.g., how many require only a knowledge of facts and principles? how many require synthesis or analysis?); then take a quick look at the range of topics the questions span (Are some important topics left out?). A few questions selected from the students’ responses can be used as examples in giving feedback.” (Angelo & Cross)
  5. Student Roundtables (Cornell CTI)
    Ask Students a question
    Students work in groups & each contribute answer/ response
    Collected Group answers shared to class


Find where in these last few weeks you can carve out 10-20 minutes to do an activity.  Identify one of the above or others that you think fits your class best and ask students to turn in their response to the prompt (in class or in canvas) MePlan the activity and then a brief followup survey of the students if they found it helpful to re-energize for the final push or not and why/how. revise for next term as needed.

Angelo & Cross 50 Classroom Assessment Techniques (C.A.T.s)

Roundtable – Cornell Ctr. For Teaching Innovation


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