Go to Collaborative Learning Go to FLAG Home Go to Search
Go to Learning Through Technology Go to Site Map
Go to Who We Are
Go to College Level One Home
Go to Introduction Go to Assessment Primer Go to Matching CATs to Goals Go to Classroom Assessment Techniques Go To Tools Go to Resources

Go to CATs overview
Go to Attitude survey
Go to ConcepTests
Go to Concept mapping
Go to Conceptual diagnostic tests
Go to Interviews
Go to Mathematical thinking
Go to Performance assessment
Go to Portfolios
Go to Scoring rubrics
Go to Student assessment of learning gains (SALG)
Go to Weekly reports


Classroom Assessment Techniques
Weekly Reports

(Screen 1 of 6)
Go to next page

Cartoon image of a kitty cat.  Cat is animated on mouse over with the word C-A-T appearing.

Eugenia Etkina
Graduate School of Education
Rutgers, the State University of New Jersey

Eugenia Etkina

"I was born in Moscow, Soviet Union...As long as I remember myself, I wanted to be a teacher. Maybe because this was the only profession I was familiar with...But there was another reason for this. I did not like school...and I could see what the teachers were doing wrong to make me feel that way. So I thought, when I become a teacher, I would be different...I wanted my students to understand why they were learning what they were learning, what are epistemological connections between different pieces of physics they learned every day, and how to learn them best..."

Weekly Reports provide rapid feedback about what students think they are learning and what conceptual difficulties they are experiencing.

Weekly Reports are papers written by students each week, in which they address 3 questions:

  • What did I learn this week?
  • What questions remain unclear?, and
  • What questions would you ask your students if you were the professor to find out if they understood the material?


Instructor Preparation Time: Minimal. Questions may be written on blackboard or provided in hard copy form.
Preparing Your Students: Students need explanations on the purpose of the reports and training on structuring the answer to the first question.
Class Time: None; done at home.
Disciplines: Appropriate for all.
Class Size: Any class size. In recitation sections, Teaching Assistants grade the reports and provide feedback.
Special Classroom/Technical Requirements: None.
Individual or Group Involvement: Individual.
Analyzing Results: Reports need careful grading. The instructor should find a way to answer atypical responses individually and typical responses in class.
Other Things to Consider: Students must see how reports help them learn; otherwise, the reports will not be taken seriously.

  Go to next page

Tell me more about this technique:

Got to the top of the page.

Introduction || Assessment Primer || Matching Goals to CATs || CATs || Tools || Resources

Search || Who We Are || Site Map || Meet the CL-1 Team || WebMaster || Copyright || Download
College Level One (CL-1) Home || Collaborative Learning || FLAG || Learning Through Technology || NISE