Taming the Testing/Grading Cycle in Lecture Classes Centered around Open-Ended Assessment

Autor/in	Schinske, Jeffrey N.
Titel	Taming the Testing/Grading Cycle in Lecture Classes Centered around Open-Ended Assessment
Quelle	In: Journal of College Science Teaching, 40 (2011) 4, S.46-52 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Misconceptions; Testing; Grading; Higher Education; Science Instruction; Science Education; Majors (Students); Nonmajors; Lecture Method; Test Wiseness; Tests; Teacher Expectations of Students; Evaluation; Instructional Materials; Student Reaction; Feedback (Response) + Suchen Sie Ihr Suchwort? Missverständnis; Testdurchführung; Testen; Notengebung; Schulnote; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Examination; Prüfung; Examen; Evaluierung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schülerkritik
Abstract	Testing strategies centered around open-ended assessments are generally thought to result in deeper learning compared with close-ended questioning. However, the time requirements involved in grading open-ended assessments on exams often limit the feasibility of using such assessments. This article presents an index card questioning strategy designed to mitigate the grading workload associated with using open-ended assessments as a centerpiece of larger courses. This strategy additionally encourages collaborative learning, provides data on class progress, assists in identifying student misconceptions, and helps to align student and instructor expectations. (Contains 3 figures and 4 tables.) (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