A Learner-Centered Grading Method Focused on Reaching Proficiency with Course Learning Outcomes

Autor/inn/en	Toledo, Santiago; Dubas, Justin M.
Titel	A Learner-Centered Grading Method Focused on Reaching Proficiency with Course Learning Outcomes
Quelle	In: Journal of Chemical Education, 94 (2017) 8, S.1043-1050 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Toledo, Santiago)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.6b00651
Schlagwörter	Chemistry; Science Instruction; Student Centered Learning; Grading; Science Process Skills; Feedback (Response); Standards; Formative Evaluation; Summative Evaluation; College Science; Undergraduate Students; Student Evaluation; Incentives; Cognitive Ability; Student Attitudes; Student Surveys + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Notengebung; Schulnote; Standard; Studentische Bewertung; Anreiz; Denkfähigkeit; Schülerverhalten; Schülerbefragung
Abstract	Getting students to use grading feedback as a tool for learning is a continual challenge for educators. This work proposes a method for evaluating student performance that provides feedback to students based on standards of learning dictated by clearly delineated course learning outcomes. This method combines elements of standards-based grading into a framework that uses Marzano's Taxonomy of Learning to guide the writing of clearly defined and scaffolded learning outcomes. By means of this methodology, students are equipped with increased levels of information obtained from assessments, both formative and summative. Students and faculty alike can more accurately diagnose strengths and weaknesses in learning down to the level of the concept(s). Early observations from a first-semester general chemistry course suggest that setting transparent standards for grading can serve as a valuable learning tool for students to allow them to focus on content proficiency rather than grades alone. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01