Literaturnachweis - Detailanzeige
Autor/inn/en | Rapke, Tina; Hall, Jennifer; Marynowski, Richelle |
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Titel | Recasting the Grading of Assignments and Tests to Align with Inquiry-Based Teaching Methods |
Quelle | In: PRIMUS, 31 (2021) 2, S.202-209 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hall, Jennifer) ORCID (Marynowski, Richelle) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1051-1970 |
DOI | 10.1080/10511970.2019.1664678 |
Schlagwörter | Grading; Assignments; Tests; Inquiry; Active Learning; Teaching Methods; Undergraduate Students; Educational Change; Foreign Countries; Mathematics Instruction; Student Centered Learning; Class Activities; Student Attitudes; Canada Notengebung; Schulnote; Assignment; Auftrag; Zuweisung; Examination; Prüfung; Examen; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Ausland; Mathematics lessons; Mathematikunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schülerverhalten; Kanada |
Abstract | We describe a method that instructors can use to grade tests and assignments that can be used in follow-up inquiry-based activities in class to review material. The grading process is essentially a sorting of student assignment/test responses based on the instructor's conception of what makes responses acceptable. The instructor can assign a grade to each category and then provide a representative response from each category for students to discuss in peer-to-peer interactive group activities. We describe the grading process through an example from a first-year "introduction to proof" course and provide evidence that the students find these activities to be worthwhile. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |