共查询到6条相似文献，搜索用时 15 毫秒
1.
Frans J. Prins Renske de Kleijn Jan van Tartwijk 《Assessment & Evaluation in Higher Education》2017,42(1):128-150
A rubric for research theses was developed, based on the manual of the American Psychological Association, to be used as an assessment tool for teachers and students. The aim was to make students aware of what is expected, get familiar with criteria, and interpret teacher and peer feedback. In two studies, it was examined whether students use and value these functions. In the first study, a rubric was provided to 105 Educational Sciences students working on their bachelor’s thesis. Questionnaire data indicated that students did value the rubric for the intended functions, although rubric use was not related to ability. In a panel interview, teachers stated that the number of proficiency levels should be increased to be able to distinguish between good and excellent students adequately, and that a criterion concerning student’s role during supervision should be added. Therefore, in the second study, 11 teachers were interviewed about their motives to give high grades and about the supervision process. This lead to an extra criterion concerning student’s role during supervision and an additional proficiency level to assess excellent performance. It is argued that an adequate course organisation is conditional for the rubric’s effectiveness. 相似文献
2.
Unahalekhaka Apittha Bers Marina Umaschi 《Education and Information Technologies》2022,27(5):6577-6597
Education and Information Technologies - Project-based assessment has been used to evaluate coding projects created by students for a long time. Nevertheless, there is a lack of rigorously tested... 相似文献
3.
Briana E. Crotwell Timmerman Denise C. Strickland Robert L. Johnson John R. Payne 《Assessment & Evaluation in Higher Education》2011,36(5):509-547
We developed a rubric for measuring students' ability to reason and write scientifically. The Rubric for Science Writing (Rubric) was tested in a variety of undergraduate biology laboratory courses (total n = 142 laboratory reports) using science graduate students (teaching assistants) as raters. Generalisability analysis indicates that the Rubric provides a reliable measure of students' abilities (g = 0.85) in these conditions. Comparison of student performance in various biology classes indicated that some scientific skills are more challenging for students to develop than others and identified a number of previously unappreciated gaps in the curriculum. Our findings suggest that use of the Rubric provides three major benefits in higher education: (1) to increase substance and consistency of grading within a course, particularly those staffed by multiple instructors or graduate teaching assistants; (2) to assess student achievement of scientific reasoning and writing skills; and (3) when used in multiple courses, to highlight gaps in alignment among course assignments and provide a common metric for assessing to what extent the curriculum is achieving programmatic goals. Lastly, biology graduate students reported that use of the Rubric facilitated their teaching and recommended that training on the Rubric be provided to all teaching assistants. 相似文献
4.
Frances Edwards 《Assessment in Education: Principles, Policy & Practice》2017,24(2):205-227
AbstractTeachers require specialised assessment knowledge and skills in order to effectively assess student learning. These knowledge and skills develop over time through ongoing teacher learning and experiences. The first part of this paper presents a Summative Assessment Literacy Rubric (SALRubric) constructed to track the development of secondary science teachers’ summative assessment literacy. The analytic rubric consists of 10 dimensions spread across three categories drawn from the literature and context-specific empirical evidence: knowledge of assessment, understanding the context for assessment, and recognising the impact of assessment. The second part of this paper applies the SALRubric in a case study to explore the development of summative assessment literacy of New Zealand secondary science pre-service and novice teachers. An increasing sophistication in these teachers’ summative assessment literacy was evident over 20 months albeit in a nuanced manner for individual teachers. The rubric was a very useful tool for evaluating and documenting shifts in teachers’ summative assessment literacy over time. Implications of the use of SALRubric are discussed in terms of summative assessment literacy practice and development. 相似文献
5.
Hari P. Koirala Marsha Davis Peter Johnson 《Journal of Mathematics Teacher Education》2008,11(2):127-138
The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics
preservice teachers’ pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration
with five education faculty, four arts and sciences faculty, and four high school teachers over a period of one year. Over
this period, the group met more than 15 times and designed an assessment task and rubric to measure secondary school preservice
teachers’ pedagogical content knowledge and skills. The assessment task and rubric were piloted at the end of the year and
extensively revised using the pilot data. The redesigned task and rubric were successfully carried out in the second and subsequent
years. Other teacher education programs can benefit from this assessment of teacher candidates’ pedagogical content knowledge
and skills. 相似文献