Literaturnachweis - Detailanzeige
| Autor/inn/en | Allen, Deborah; Tanner, Kimberly |
|---|---|
| Titel | Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners |
| Quelle | In: CBE - Life Sciences Education, 5 (2006) 3, S.197-203 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-7913 |
| DOI | 10.1187/cbe.06-06-0168 |
| Schlagwörter | Feedback (Response); Student Attitudes; Elementary Secondary Education; Evaluation Criteria; Teaching Methods; Science Curriculum; Scoring Rubrics; College Science; Introductory Courses; Multiple Choice Tests; Delaware |
| Abstract | Introduction of new teaching strategies often expands the expectations for student learning, creating a parallel need to redefine how teachers collect the evidence that assures both them and their students that these expectations are in fact being met. The default assessment strategy of the typical large, introductory, college-level science course, the multiple-choice (fixed response) exam, when used to best advantage can provide feedback about what students know and recall about key concepts. Leaving aside the difficulty inherent in designing a multiple-choice exam that captures deeper understandings of course material, its limitations become particularly notable when learning objectives include what students are able to do as well as know as the result of time spent in a course. Use of rubrics provides one way to address these issues. Rubrics not only can be designed to formulate standards for levels of accomplishment and used to guide and improve performance but also they can be used to make these standards clear and explicit to students. Although the use of rubrics has become common practice in the K-12 setting (Luft, 1999), the good news for those instructors who find the idea attractive is that more and more examples of the use of rubrics are being noted at the college and university level, with a variety of applications. This article discusses the following: (1) Definitions for the word "rubric"; (2) How to design a rubric; (3) How to analyze and report information gathered from a rubric; and (4) Reasons why teachers should use rubrics. (Contains 3 tables and 2 figures.) (ERIC). |
| Anmerkungen | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail: ascbinfo@ascb.org; Website: http://www.ascb.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
