PERC 2019 Abstract Detail Page
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| Abstract Title: | Using Rutgers Scientific Ability Rubrics to Improve Student Learning and Reduce Instructor Workload |
|---|---|
| Abstract: | Our "Project Laboratory" course for first year physics students is a project-based course with open-ended tasks. At the end of the project, students submit a written report, which is assessed and students are allowed to improve it until it is done well enough to be accepted. Initially, feedback and feed-forward were provided in the form of comments/annotations to the report, which was a time-consuming practice. In 2014 we introduced the Scientific Abilities Rubrics, developed at Rutgers University, NJ, as a self-assessment and assessment tool. Students use the rubrics throughout the project and the feedback and feed-forward are provided only in the form of scores on the rubrics, which requires considerably less time on the part of the instructor. We will show that the descriptions in the rubrics provide enough information to guide the students during the project and enable them to improve their reports after the project. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session I |
| Poster Number: | A86 |
Author/Organizer Information | |
| Primary Contact: |
Sergej Faletic University of Ljubljana, Faculty of Mathematics and Physics, Slovenia Jadranska 19 Ljubljana, Non U.S. 1000 |
| Co-Author(s) and Co-Presenter(s) |
Gorazd Planinsic, University of Ljubljana, Faculty of Mathematics and Physics, Slovenia |
