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This article describes how to use weekly reports written by students as a two-way feedback tool in teaching science. Weekly reports are structured journals in which students answer three questions: (a) What did you learn this week? (b) What questions remained unclear? and (c) If you were the professor, what questions would you ask to find out whether the students understood the most important material of this week? The weekly reports help students to reflect on their knowledge, to learn how to ask questions, and to predict what questions their teacher is likely to ask. The reports help teachers to identify immediately the difficulties their students experience while learning new material, to adjust their teaching to the students' needs, and to match the levels of difficulty of learning and testing. They also give the teacher an opportunity to communicate with individual students on a regular basis by providing comments and answers to students' questions. The experience described in this study shows the existence of a common mismatch between learning and assessment and offers a solution to this problem. © 2000 John Wiley & Sons, Inc. Sci Ed 84:594–605, 2000.
Eugenia Etkina (2000) studied this question.