A Rubric for Learning, Teaching, and Assessing Scientific Inquiry in Psychology

Autor/inn/en	Halonen, Jane S.; Bosack, Ted; Clay, Shirley; McCarthy, Maureen; Dunn, Dana S.; Hill, G. William, IV; McEntarffer, Rob; Mehrotra, Chandra; Nesmith, Robbye; Weaver, Kenneth A.; Whitlock, Kristin
Titel	A Rubric for Learning, Teaching, and Assessing Scientific Inquiry in Psychology
Quelle	In: Teaching of Psychology, 30 (2003) 3, S.196-208 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1207/S15328023TOP3003_01
Schlagwörter	Psychology; Instruction; Performance Based Assessment; Scoring Rubrics; Inquiry; Science Process Skills; Metacognition; Active Learning; Faculty Development + Suchen Sie Ihr Suchwort? Psychologie; Teaching process; Unterrichtsprozess; Leistungsermittlung; Scoring formulas; Auswertungsbogen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aktives Lernen
Abstract	Accountability pressures influence all levels of psychology instruction. In this article we explore how to meet those pressures with integrity, focusing on authentic assessment and teaching as a primary solution. We propose a rubric to describe the progress of students' acquisition of scientific inquiry skills applied to behavior and provide an example of an authentic assessment that demonstrates use of the rubric. Application of the rubric can enhance active learning, promote more sophisticated scientific inquiry, improve metacognitive development, support program evaluation, and enrich faculty development. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: http://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10