How the introduction of self-assessment rubrics helped students and teachers in a project laboratory course

Scientific abilities rubrics developed at Rutgers University are an assessment and self-assessment tool. They consist of tables, each representing a broad scientific ability (for example, “to collect and analyze data”), the listing of subabilities (for example, “independent and dependent variables a...

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Autores principales:	Sergej Faletič, Gorazd Planinšič
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/e2e122ae30304dde81dacfa912e77885
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spelling	oai:doaj.org-article:e2e122ae30304dde81dacfa912e778852021-12-02T11:18:52ZHow the introduction of self-assessment rubrics helped students and teachers in a project laboratory course10.1103/PhysRevPhysEducRes.16.0201362469-9896https://doaj.org/article/e2e122ae30304dde81dacfa912e778852020-11-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020136http://doi.org/10.1103/PhysRevPhysEducRes.16.020136https://doaj.org/toc/2469-9896Scientific abilities rubrics developed at Rutgers University are an assessment and self-assessment tool. They consist of tables, each representing a broad scientific ability (for example, “to collect and analyze data”), the listing of subabilities (for example, “independent and dependent variables are identified”) and the criteria to assess to which degree the subability has been developed. We introduced scientific abilities rubrics to assess student work in the project laboratory, a project-based course where groups of students solve open-ended experimental physics problems. They submit a report in the form of a web page, which is evaluated and returned to the students with feedback on what needs to be improved. These iterations are repeated until the report is deemed acceptable. We present our experience with the rubrics, and the development of a new rubric for the web report. We show that the introduction of the rubrics reduced the workload of the graders, while increasing the quality of the reports. Based on these results we conclude that using scientific abilities rubrics is a very efficient way of assessing experimental project-based work. We also present an analysis of which abilities, assessed by the rubrics, appear to be the most difficult to develop.Sergej FaletičGorazd PlaninšičAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020136 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Sergej Faletič Gorazd Planinšič How the introduction of self-assessment rubrics helped students and teachers in a project laboratory course
description	Scientific abilities rubrics developed at Rutgers University are an assessment and self-assessment tool. They consist of tables, each representing a broad scientific ability (for example, “to collect and analyze data”), the listing of subabilities (for example, “independent and dependent variables are identified”) and the criteria to assess to which degree the subability has been developed. We introduced scientific abilities rubrics to assess student work in the project laboratory, a project-based course where groups of students solve open-ended experimental physics problems. They submit a report in the form of a web page, which is evaluated and returned to the students with feedback on what needs to be improved. These iterations are repeated until the report is deemed acceptable. We present our experience with the rubrics, and the development of a new rubric for the web report. We show that the introduction of the rubrics reduced the workload of the graders, while increasing the quality of the reports. Based on these results we conclude that using scientific abilities rubrics is a very efficient way of assessing experimental project-based work. We also present an analysis of which abilities, assessed by the rubrics, appear to be the most difficult to develop.
format	article
author	Sergej Faletič Gorazd Planinšič
author_facet	Sergej Faletič Gorazd Planinšič
author_sort	Sergej Faletič
title	How the introduction of self-assessment rubrics helped students and teachers in a project laboratory course
title_short	How the introduction of self-assessment rubrics helped students and teachers in a project laboratory course
title_full	How the introduction of self-assessment rubrics helped students and teachers in a project laboratory course
title_fullStr	How the introduction of self-assessment rubrics helped students and teachers in a project laboratory course
title_full_unstemmed	How the introduction of self-assessment rubrics helped students and teachers in a project laboratory course
title_sort	how the introduction of self-assessment rubrics helped students and teachers in a project laboratory course
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/e2e122ae30304dde81dacfa912e77885
work_keys_str_mv	AT sergejfaletic howtheintroductionofselfassessmentrubricshelpedstudentsandteachersinaprojectlaboratorycourse AT gorazdplaninsic howtheintroductionofselfassessmentrubricshelpedstudentsandteachersinaprojectlaboratorycourse
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How the introduction of self-assessment rubrics helped students and teachers in a project laboratory course

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