When Wrong Answers Receive Top Grades

Autor/inn/en	Eisenkraft, Arthur; Eisenkraft, Noah
Titel	When Wrong Answers Receive Top Grades
Quelle	In: Journal of College Science Teaching, 41 (2011) 2, S.28-31 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Student Evaluation; Scientists; Grades (Scholastic); Grading; Evaluation Methods; College Faculty; Science Teachers; Responses; Mathematics Instruction; Problem Solving; Error Patterns; Interrater Reliability; Science Instruction; Higher Education + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Scientist; Wissenschaftler; Notenspiegel; Notengebung; Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Problemlösen; Fehlertyp; Interrater-Reliabilität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	To find out whether the education community shares a collective understanding about how students should be evaluated, we surveyed 202 educators (from all grade levels) and scientists attending assessment workshops (Pennsylvania, California, and Massachusetts) or judging a national student competition (Washington, DC). The educators and scientists graded hypothetical student responses to trivial math problems with definitive answers. Depending on the person grading the question, the same student answer received anywhere from no points to full credit. When the instructions preceding a question changed, the graders often changed how they evaluated the students, even though the evidence about what the student knew remained the same. After the instructions changed, some graders awarded more credit for three wrong answers than for three right answers. The graders shared no consensus about how student answers should be graded. If students are going to be evaluated using tests, the education community must create tighter rubrics that ensure a higher degree of inter- and intragrader reliability. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10