Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?

Autor/inn/en	Kitchen, Elizabeth; King, Summer H.; Robison, Diane F.; Sudweeks, Richard R.; Bradshaw, William S.; Bell, John D.
Titel	Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?
Quelle	In: CBE - Life Sciences Education, 5 (2006) 3, S.270-280 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.05-11-0123
Schlagwörter	Feedback (Response); Academic Achievement; Program Effectiveness; Cytology; Grading; Biology; Data Interpretation; Comparative Analysis; Thinking Skills; Evaluation Methods; Longitudinal Studies; Teaching Methods; College Students + Suchen Sie Ihr Suchwort? Schulleistung; Zytologie; Notengebung; Schulnote; Biologie; Data evaluation; Datenauswertung; Denkfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent
Abstract	In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback. Course grades were criterion based and derived using data from the final exam. To alleviate anxiety associated with a single grading instrument, students were given the option of informing the grading process with evidence from weekly assessments. A comparative analysis was conducted to determine the impact of these design changes on both performance and measures of student affect. Results at the end of each year were used to inform modifications to the course in subsequent years. Significant improvements in student performance and attitudes were observed as refinements were implemented. The findings from this study emphasized the importance of prolonging student opportunity and motivation to improve by delaying grade decisions, providing frequent and immediate performance feedback, and designing that feedback to be maximally formative and minimally punitive. (Contains 3 figures and 4 tables.) (As Provided).
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