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Abstract Title: How self-assessment rubrics affect the quality of students’ work in open ended project labs?
Abstract: We have been running "Project lab" course for freshman and sophomore physics majors for more than 12 years. The main goal of the course is to develop students' science competences and skills in situations that are close to working conditions of physicists. Students work in small groups on open ended practical problems. Last year we transformed the course by adopting scientific abilities self-assessment rubrics (1) as a tool to help students improve specific steps in experimental design. The poster will describe the design of the research project that we conducted to analyze the effects of this transformation and its findings. Research was carried out by pre-service physics teachers as a part of their professional preparation.  
1. Etkina E., et al. Using action research to improve learning and formative assessment to conduct research, Physical review special topics – PER, 5, 010109 (2009).
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Gorazd Planinsic
University of Ljubljana, Department of mathematics and physics
Jadranska 19
Ljubljana, Non U.S. 1000
and Co-Presenter(s)
Nejc Davidovic (University of Ljubljana, Slovenia),
Klemen Kelih (University of Ljubljana, Slovenia),
Sergej Faletic (University of Ljubljana, Slovenia),
Eugenia Etkina (Rutgers University, New Jersey, USA)