Document Type

Presentation - Oral - to academic peers, less than or equal to 1 hour


Engaging & Receiving Feedback from Learners in the University Classroom



Date of Activity

Summer 7-18-2023


Nurse educators often struggle to engage diverse learners and assess learning. Classroom Assessment Techniques (CATs) allow educators to measure student performance, improve student engagement, facilitate student learning, and improve courses and instructional strategies (Hanson & Florestano, 2020). One frequently used technique used to obtain feedback from students is the minute paper (Angelo & Cross, 1993). This technique has been modified and used in a variety of settings, including online (Campbell et al., 2019). Active learning strategies increase learning, participation, engagement, community, and satisfaction (Allsop et al., 2020). However, instructor commitment and student attitude may limit the use of active learning strategies (Tarekegne, 2019). Opdecam and Everaert (2018) reported negative feelings from instructors and students about collaborative learning strategies. Formative classroom assessment techniques are effective ways to diagnose problems, modify teaching strategies, and provide timely feedback (Srivastava et al., 2018). When students are engaged in class and interact with other learners, learning is improved (Liu & Gan, 2019). The five-minute peer writing activity (5MPWA) is an interactive strategy to measure student performance, improve student engagement, and create an active, social learning environment. This activity can be used at the beginning (to measure preparation) or the end of class (to measure understanding). The 5MPWA incorporates peer review (allowing collaboration between stronger and weaker students) and synthesis (requiring deeper engagement and reflection). This workshop will demonstrate and explain the origins and purpose of the 5MPWA, present findings from a study comparing the minute paper and the 5MPWA, and start conversations on how to incorporate the 5MPWA into a variety of settings for diverse students in nursing education.


Allsop, J., Young, S. J., Nelson, E. J., Piatt, J., & Knapp, D. (2020). Examining the benefits associated with implementing an active learning classroom among undergraduate students. International Journal of Teaching and Learning in Higher Education, 32(3), 418-426.

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed). Jossey-Bass Publishers.

Campbell, M., Abel, E. M., & Lucio, R. (2019). The one-minute paper as a catalyst for change in online pedagogy. Journal of Teaching in Social Work, 39(4-5), 519-533.

Hanson, J. M., & Florestano, M. (2020). Classroom assessment techniques: A critical component for effective instruction. New Directions for Teaching & Learning, 2020(164), 49-56.

Liu, K., & Gan, X. (2019). Multiple dimensions of effective assessment in graded college English teaching classroom. Journal of Language Teaching & Research, 10(6), 1351-1355.

Opdecam, E., & Everaert, P. (2018). Seven disagreements about cooperative learning. Accounting Education, 27(3), 223-233.

Srivastava, T. K., Waghmare, L. S., & Mishra, V. (2018). Formative assessment classroom techniques (FACTs) for better learning in Pre-Clinical Medical Education: A controlled trial. Journal of Clinical & Diagnostic Research, 12(9), 1-8.

Tarekegne, W. M. (2019). Higher education instructors perception and practice of active learning and continuous assessment techniques: The case of Jimma University. Bulgarian Journal of Science & Education Policy, 13, 50-70.

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