{"id":484,"date":"2019-05-04T14:54:29","date_gmt":"2019-05-04T14:54:29","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/activelearning\/?p=484"},"modified":"2025-05-28T14:20:42","modified_gmt":"2025-05-28T14:20:42","slug":"minute-paper","status":"publish","type":"post","link":"https:\/\/blogs.kcl.ac.uk\/activelearning\/2019\/05\/04\/minute-paper\/","title":{"rendered":"Minute paper"},"content":{"rendered":"<p>The minute paper, usually associated with physics professor Charles Schwartz, is a simple assessment form which elicits students&#8217; knowledge about a topic or concept, or the contents of a lecture. It fosters deeper learning because students only have one minute to summarise the key points of a lecture in their own words, hence cannot rote-learn or regurgitate. Usually the form involves students organising their thinking by summarising or ranking the most important things they have learned that day (<a href=\"https:\/\/www.retrievalpractice.org\/strategies\/2018\/two-things\">or yesterday, or in the previous week<\/a>), formulating a question, or identifying areas they are struggling with.<\/p>\n<p><strong>Guidance on minute papers can be found on our &#8216;<a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/opportunities-for-low-stakes-practice\/minute-paper\/\">Assessment for learning at King&#8217;s<\/a>&#8216; resource.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #808080\"><em>Image source: <a style=\"color: #808080\" href=\"https:\/\/www.flickr.com\/photos\/rsdio\/3642425935\/\">Stopwatch 2<\/a> by Casey Marshall on Flickr. Licensed as CC BY 2.0.<\/em><\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>The minute paper, usually associated with physics professor Charles Schwartz, is a simple assessment form which elicits students&#8217; knowledge about a topic or concept, or the contents of a lecture. It fosters deeper learning because <a class=\"mh-excerpt-more\" href=\"https:\/\/blogs.kcl.ac.uk\/activelearning\/2019\/05\/04\/minute-paper\/\" title=\"Minute paper\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":1342,"featured_media":485,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[52,32,41,34,43,45,24,48],"tags":[],"class_list":["post-484","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-10-minutes-or-less","category-experience-all-levels","category-fixed-spaces","category-independent","category-knowledge","category-large-group","category-preparation-lower","category-whole-group"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/posts\/484","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/users\/1342"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/comments?post=484"}],"version-history":[{"count":7,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/posts\/484\/revisions"}],"predecessor-version":[{"id":590,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/posts\/484\/revisions\/590"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/media\/485"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/media?parent=484"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/categories?post=484"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/activelearning\/wp-json\/wp\/v2\/tags?post=484"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}