Faculty Mentors', Graduate Students', and Performance-Based Assessments of Students' Research Skill Development

Autor/inn/en	Feldon, David F.; Maher, Michelle A.; Hurst, Melissa; Timmerman, Briana
Titel	Faculty Mentors', Graduate Students', and Performance-Based Assessments of Students' Research Skill Development
Quelle	In: American Educational Research Journal, 52 (2015) 2, S.334-370 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214549449
Schlagwörter	Graduate Students; Graduate Study; STEM Education; Mixed Methods Research; Mentors; Student Attitudes; Teacher Attitudes; Congruence (Psychology); Performance Based Assessment; Research Skills; Skill Development; Student Evaluation; Self Evaluation (Individuals); Teacher Student Relationship; Academic Ability; Ability Identification; Masters Programs; Doctoral Programs; Semi Structured Interviews; Predictor Variables; Scoring Rubrics + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; STEM; Schülerverhalten; Lehrerverhalten; Congruence; Psychology; Kongruenz; Psychologie; Leistungsermittlung; Forschungsleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Magister course; Magisterstudiengang; Doktorandenprogramm; Prädiktor; Scoring formulas; Auswertungsbogen
Abstract	Faculty mentorship is thought to be a linchpin of graduate education in STEM disciplines. This mixed-method study investigates agreement between student mentees' and their faculty mentors' perceptions of the students' developing research knowledge and skills in STEM. We also compare both assessments against independent ratings of the students' written research proposals. In most cases, students and their mentors identified divergent strengths and weaknesses. However, when mentor-mentee pairs did identify the same characteristics, mentors and mentees disagreed about the mentee's abilities in 44% of cases in the Fall semester and 75% of cases in the Spring semester. When compared against performance-based assessments of mentees' work, neither faculty mentors' nor their mentees' perceptions aligned with rubric scores at rates greater than chance in most categories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01