MUDDIEST POINT STRATEGY

The Muddiest Point Strategy is one of the simplest classroom assessment techniques. It is efficient and provides a high information return for a very low investment of time and energy. The technique consists of asking students to jot down a quick response to the question .what was the unclear concept or topic ? The focus of the Muddiest Point assessment might be a lecture, a classroom discussion, a laboratory investigation , a home work assignment or a film.This strategy provides information on what students find most confusing about a particular lesson or topic.The feedback can be used to discover which points are the most difficult for students to learn clear.Teaching decision about which topics to emphasize and how much time to spend on each can then be made.In response to the classroom assessment technique, learners must quickly identify what they do not understand and articulate those muddy points.Even though the technique is extremely simple to administer,students are required to engage in  some higher order thinking when responding.

Concepts to be taught by using this strategy

This is one the best strategy in which every subject may be possible to be taught . 

Example from Life Skills. from the first week of the class students might not know about the definition of Life Skills and use in real life situation.Further ahead if we teach students about the concept of Responsibility.They are not able to distinguish between own responsibility and for others might be cleared after taking another session on the topic or the unclear question again.

Example from English:In English language if we teach students about the Noun and Pronouns they might not be understood the difference between noun and pronouns and might face problem in using nouns as verbs and verbs as noun. so in a little time we could go for a quick succession and remove the doubts of the students by knowing their muddiest point.

Example from Science: If we teach students about the difference between enthalpy of formation and enthalpy of activation. These responses let the teacher know that the students had not firmly grasped the differences between entropy and enthalpy and that many of them probably did understand the principal of isolation.

Five benefits of this strategy:

1.Provide just in time feedback about the teaching-learning process.

2.Provide information about student learning.

3.Help students become better monitors of their own learning.

4.Help students feel less anonymous, even in large courses.

5.Students can be confident without fear of being insulted by asking unclear.

Can not be used: we think that this strategy could not be more effective in role play method because in role play we can not assess things but try to find out the themes and each student play roles according their own pace and talent.One important thing that in role play we do not go in speculation but everything is clear picture before us.

Submitted by:

Mridhul and Rakesh