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Abstract Title: How do self-assessment rubrics affect the quality of students' work in open-ended project labs?
Abstract: We have been running a "Project lab" course for first and second year 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 decided to transform the course by adopting scientific abilities self-assessment rubrics[1] as a tool to help students improve specific steps in experimental design. I will describe a research project that we conducted to analyze the effects of this transformation. The research was carried out by pre-service physics teachers as a part of their professional preparation. In my talk I will present the design of the research and discuss the findings.

[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: Symposium Talk
Parallel Session: The role of design in labs

Author/Organizer Information

Primary Contact: Gorazd Planinšic
University of Ljubljana, Slovenia
and Co-Presenter(s)
Klemen Kelih[a], Nejc Davidovic[a], Eugenia Etkina[b]
[a] University of Ljubljana, Slovenia
[b] Rutgers University, New Jersey, USA