Beyond the lecture: Using formative assignments to overcome classroom challenges

Area of Science:

• Educational Psychology
• Pedagogy

Background:

• Effective knowledge transfer in educational settings faces challenges for both students and faculty.
• Diverse learning preferences and classroom constraints impede efficient information exchange.
• Student engagement and time limitations are key hindrances to achieving educational objectives.

Purpose of the Study:

• To investigate the efficacy of a pedagogical approach using supplemental content, reinforcing activities, and practice/performance support (SCRAPS).
• To determine if SCRAPS can stimulate multiple learning modes and deepen student understanding.
• To assess the impact of SCRAPS on overcoming classroom boundaries and improving program outcomes.

Main Methods:

• Utilized a pedagogical strategy incorporating supplemental content (SC), reinforcing activities (RA), and practice/performance support (PS), collectively termed SCRAPS.
• Employed formative assignments to deliver SCRAPS and facilitate knowledge transfer.
• Collected qualitative data through student surveys to evaluate the approach's effectiveness.

Main Results:

• Student surveys indicated positive feedback regarding the SCRAPS approach.
• Students appreciated opportunities to demonstrate understanding through methods beyond traditional exams.
• The strategy supported multiple learning modes and expanded classroom learning parameters.

Conclusions:

• The SCRAPS model (Supportive Content, Reinforcing Activities, Practice/Performance Support) enables educators to transcend classroom limitations.
• This pedagogical approach effectively engages diverse student learning styles.
• SCRAPS contributes to a higher quality learning experience and improved program outcomes.