2015 RTL Conference

A newly developed pedagogical strategy, here referred to as the Graded Response Method (GRM), was applied to a second year Geography course and its impact on student engagement and the promotion of a learning centered environment was assessed. The GRM assessment resembles a multiple choice question except that the choices (i.e., possible responses) require ranking from best to worst. The premise is that students must not only be aware of the rationale to support a correct answer but must also be able to recognize why other options are less appropriate. In addition, the GRM was also assessed for its value as an instructional tool. The method for the delivery of the GRM along with strategies for providing formative feedback will be highlighted. A key approach involved opportunities, during tutorials, aimed at encouraging students to develop their own rationale for the ranking of responses; participation in open discussions with course TAs was actively encouraged. These discussions were meant to serve as a formative means of supporting student learning.  Focus group and survey findings suggest that students’ engagement skills were enhanced and students were also encouraged by the opportunity to develop a deeper understanding of course material. Our primary conclusions are: 1- The GRM empowered students to become active contributors in their own learning community & 2- The GRM engaged students in a manner that contributed to the enhancement of course specific skills, in a manner that exemplifies the SoTL philosophy and which supports the promotion of critical thinking skills.