Low-stakes writing in an active-learning classroom needs focus and feedback to be effective

Evidence suggests that active engagement with material as it is being taught improves learning. In-class multiple choice questions are a common way to introduce active learning. Low-stakes writing is another. The author of this article provides evidence that using a content-based low-stakes writing prompt with immediate group feedback during the lecture improves test performance relative to a multiple choice question covering the same content. Students with low CGPAs performed better on the midterm with the intervention, while higher-CGPA students performed better on writing assignments. Adding a traditional unfocused one-minute exit ticket to a class already using in-class problem-solving had a small but negative effect on student learning. This suggests that content-focused low-stakes writing with immediate feedback complements problem-solving in an active classroom.