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PERC 2011 Abstract Detail Page

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Abstract Title: Designing formative assessment that guides students towards self-directed learning
Abstract: Most rubrics are designed to satisfy the following purposes: setting the learning goals, helping the instructor to determine where the students are, providing a scale for assigning grades. In our physics class we would like to achieve one more purpose: to use rubrics to guide students toward self-directed learning. We designed a homework rubric with only three items. This made the rubric easy for students to understand and easy for the instructor to implement. The three-item-rubric focuses on requiring students to reflect on their own thought processes, check consistency between representations, and evaluate the result. In the process, students slowly become accustomed to the complex process of self-directed learning. Through the process of reflection and self-evaluation, students also gain confidence in their own understanding before they receive the instructor's feedback. By the end of the semester students were able to demonstrate the ability to learn on their own.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Yuhfen Lin
Florida International University
Co-Author(s)
and Co-Presenter(s)
David T. Brookes, Florida International University