Stay in Touch, Won't You? Using the One-Minute Paper

Reducing Statistics Anxiety and Enhancing Statistics Learning Achievement: Effectiveness of a One-Minute Strategy

“…at the end of every class. The time allowed to write a one-minute paper is based on suggestions by Cross and Angelo (1988 ) and Kloss (1993 ). The instructor can understand the students' learning experiences and misconceptions through these one-minute papers.…”

Random or non-random thoughts: What senior adults think about within their ensemble settings

“…While no form of feedback was given to the participants as part of the current study, directors may be able to use the one-minute paper format to assess the most prevalent concerns of the group for a given piece in any given rehearsal. The anonymous format of the tool advocated in past research (Chizmar and Ostrosky 1998;Drabick et al 2007;Harwood 1996;Higgins et al 2009;Kloss 1993;Ludwig 1995;Orr 2005;Steele 1995;Wilson 1986) may allow even the most reserved person to give feedback and actively participate in the rehearsal planning for the ensemble. Because the process is not invasive or time consuming, community music ensembles may find it useful.…”

“…The documented content of classes in these settings covers an even greater range, including faculty development (Ludwig 1995), chemistry classes (Harwood 1996) physics (Gray and Madison 2007;Wilson 1986); English (Kloss 1993;Orr 2005), economics (Chizmar and Ostrosky 1998) psychology (Drabick et al 2007;Lucas 2010), art history (Steele 1995), health education (Higgins et al 2009) and technology (Vonderwell 2004). Instructors have provided feedback resulting from the assessment anonymously to a group (Chizmar and Ostrosky 1998;Drabick et al 2007;Harwood 1996;Higgins et al 2009;Kloss 1993;Ludwig 1995;Orr 2005;Steele 1995;Wilson 1986), individually to each student (Kloss 1993;Lucas 2010), or online (Vonderwell 2004).…”

Two Parts Reflection, One Part Selfie: A Visual Alternative to the Minute Paper

“…This formative assessment tool gained further scholarly attention in subsequent decades, wherein it was advocated as encouraging active learning (Anderson & Burns, 2013;Cross & Angelo, 1988;Holtzman, 2007;Wilson, 1986); highlighting emotional reactions to and understanding of learning material (Chizmar & Ostrosky, 1998;Drabick, Weisberg, Paul, & Bubier, 2007;Kloss, 1993); and strengthening student-faculty engagement (Lucas, 2010;Wilson, 1986). A major part of its appeal can be attributed to its low-tech nature and its adaptability to different subjects and situations.…”

“…Relying on a mixture of individual notecards and in-class group participation, Kloss (1993) and Holtzman (2007) both emphasize the importance of varying the questions asked in order to elicit a range of feedback. According to Kloss, "the potential for the one-minute paper is limited perhaps only by your ability to phrase precise questions or statements about the information you would like" (p. 63).…”