The Role of Self-Monitoring in Assessing Individual Students' Quantity and Quality of Comments in Large-Class Discussion
Abstract
This study developed a reliable and valid self-monitoring procedure for student use in recording and rating the quality of their individual comments in large college classes. Students used daily record cards immediately to record and rate each comment they made each day. However, a limit was set on the amount of credit students could claim for daily participation. In addition, two graduate teaching assistants (GTAs) recorded and rated student comments one day per course unit. Overall, the results showed strong agreement between student and GTA ratings. Both the quality and frequency of comments significantly predicted exam performance.
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