“Unmuddying” course content using muddiest point reflections

Class instruction is a living and ever evolving process aimed at providing students with a quality education. Instructors are responsible for analyzing their courses to ensure that delivery of information is effective. Changes made are usually based on student assessments; however, our reactions to assessments are flawed without student insight. One method to obtain student feedback is through muddiest point reflections. This activity asks students to reflect on what was just taught allowing students the opportunity to share what was “muddy”. This mixed-methods study provides vignettes from faculty members on their use of muddiest point reflections and an assessment of what value students associate with such an intervention. Faculty members who have used this approach say it drives change within their classes. The analysis of student value beliefs revealed muddiest point reflections as an intervention that positively impacts interest, attainment, and utility value without negative cost. The appeal of muddiest points was also evident with 77% of students hoping to see muddiest point reflections in another class and 93% agreeing to recommend their course experience to a friend. These findings suggest that students agree more than disagree that muddiest point reflections are a valuable addition to their educational experience.