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Journal of College Science Teaching
written by Doug Czajka, Gilbert Reynders, Courtney Stanford, Renee Cole, Juliette Lantz, and Suzanne Ruder
This paper discusses results of a statistical analysis of novel rubrics developed by the ELIPSS Project (Enhancing Learning by Improving Process Skills in STEM) that go beyond typical analytic rubrics to provide detailed feedback to students. Process skills, also known as transferable, professional, or soft skills, are important components of the learning environment in STEM classrooms. This is especially true when using active-learning techniques that often require higher-order thinking (cognitive skills) and peer interaction (interpersonal skills) during class activities. These skills also carry value beyond the classroom as they are necessary in preparing students for future careers and roles as contributing citizens.  Process skills are transferable skills such as information processing, critical thinking, communication, and teamwork. While process skills are embedded in course-and program-level learning outcomes within many STEM disciplines at many institutions, they are rarely the explicit focus of classroom learning goals. Students are rarely given direct instruction or assessed on process skills. To improve student process-skill development, the ELIPSS rubrics were developed to guide instruction and to provide immediate relevant feedback to students. In addition to the categories and descriptors commonly found in rubrics, the "feedback-style" rubrics contain observable characteristics and suggestions for improvement with specific criteria for assessing students' written work or group interactions. The suggestions for improvement are intended to promote a growth mindset in students and help them further progress in their development of each skill. Findings of this study indicate that use of the novel feedback rubrics resulted in better alignment between TA and student assessments.
Journal of College Science Teaching: Volume 50, Issue 6, Pages 48-56
Subjects Levels Resource Types
Education Foundations
- Assessment
= Instruments
= Methods
= Self Assessment
- Behavior
= Social Interaction
- Cognition
= Cognition Development
- Research Design & Methodology
= Evaluation
= Statistics
- Student Characteristics
= Skills
Education Practices
- Learning Environment
Other Sciences
- Chemistry
- Lower Undergraduate
- Upper Undergraduate
- Assessment Material
= Rubric
- Reference Material
= Research study
Intended Users Formats Ratings
- Educators
- Professional/Practitioners
- Administrators
- Researchers
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© 2021 National Science Teaching Association (NSTA)
ISSN Number:
0047-231X
NSF Numbers:
DUE-1524399
DUE-1524936
DUE-1524965
Keywords:
ELIPSS Rubric, ELIPSS Rubric validation, Organic chemistry, Process Skills Rubric, STEM rubric
Record Creator:
Metadata instance created August 27, 2023 by Caroline Hall
Record Updated:
August 28, 2023 by Caroline Hall
Last Update
when Cataloged:
July 1, 2021
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AIP Format
D. Czajka, G. Reynders, C. Stanford, R. Cole, J. Lantz, and S. Ruder, , J. Coll. Sci. Teaching 50 (6), 48 (2021), WWW Document, (https://www.jstor.org/stable/27133130).
AJP/PRST-PER
D. Czajka, G. Reynders, C. Stanford, R. Cole, J. Lantz, and S. Ruder, A Novel Rubric Format for Providing Feedback on Process Skills to STEM Undergraduate Students, J. Coll. Sci. Teaching 50 (6), 48 (2021), <https://www.jstor.org/stable/27133130>.
APA Format
Czajka, D., Reynders, G., Stanford, C., Cole, R., Lantz, J., & Ruder, S. (2021, July 1). A Novel Rubric Format for Providing Feedback on Process Skills to STEM Undergraduate Students. J. Coll. Sci. Teaching, 50(6), 48-56. Retrieved May 22, 2024, from https://www.jstor.org/stable/27133130
Chicago Format
Czajka, D, G. Reynders, C. Stanford, R. Cole, J. Lantz, and S. Ruder. "A Novel Rubric Format for Providing Feedback on Process Skills to STEM Undergraduate Students." J. Coll. Sci. Teaching. 50, no. 6, (July 1, 2021): 48-56, https://www.jstor.org/stable/27133130 (accessed 22 May 2024).
MLA Format
Czajka, Doug, Gilbert Reynders, Courtney Stanford, Renee Cole, Juliette Lantz, and Suzanne Ruder. "A Novel Rubric Format for Providing Feedback on Process Skills to STEM Undergraduate Students." J. Coll. Sci. Teaching 50.6 (2021): 48-56. 22 May 2024 <https://www.jstor.org/stable/27133130>.
BibTeX Export Format
@article{ Author = "Doug Czajka and Gilbert Reynders and Courtney Stanford and Renee Cole and Juliette Lantz and Suzanne Ruder", Title = {A Novel Rubric Format for Providing Feedback on Process Skills to STEM Undergraduate Students}, Journal = {J. Coll. Sci. Teaching}, Volume = {50}, Number = {6}, Pages = {48-56}, Month = {July}, Year = {2021} }
Refer Export Format

%A Doug Czajka %A Gilbert Reynders %A Courtney Stanford %A Renee Cole %A Juliette Lantz %A Suzanne Ruder %T A Novel Rubric Format for Providing Feedback on Process Skills to STEM Undergraduate Students %J J. Coll. Sci. Teaching %V 50 %N 6 %D July 1, 2021 %P 48-56 %U https://www.jstor.org/stable/27133130 %O application/pdf

EndNote Export Format

%0 Journal Article %A Czajka, Doug %A Reynders, Gilbert %A Stanford, Courtney %A Cole, Renee %A Lantz, Juliette %A Ruder, Suzanne %D July 1, 2021 %T A Novel Rubric Format for Providing Feedback on Process Skills to STEM Undergraduate Students %J J. Coll. Sci. Teaching %V 50 %N 6 %P 48-56 %8 July 1, 2021 %@ 0047-231X %U https://www.jstor.org/stable/27133130


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