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Validation of an assessment rubric via controlled modification of a classroom activity

机译:通过对课堂活动的控制修改来验证评估规则

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A rubric that embodies the key features of the process-oriented, guided-inquiry learning (POGIL) model was subjected to systematic study of validity and reliability. Nearly 60 college instructors used the rubric to evaluate four intentionally modified versions of an established POGIL activity. The modifications strengthened or weakened key characteristics of the activity. Results indicate that the rubric was sufficiently sensitive and reliable for distinguishing the structures of the four versions, even in the hands of those inexperienced with POGIL or the rubric, and that the evaluation was consistent with the design characteristics. The rubric should continue to be useful for reviewing existing classroom materials, for efficient authoring and revising of new materials, and for introducing others to POGIL pedagogy. This article also exemplifies a rigorous process by which a rubric may be evaluated.
机译:体现了面向过程的,引导式询问学习(POGIL)模型的关键特征的专论受到了有效性和可靠性的系统研究。将近60位大学讲师使用该准则来评估已建立的POGIL活动的四个有意修改的版本。修改加强或削弱了活动的关键特征。结果表明,即使在那些没有使用POGIL或没有专栏的人的手中,专栏也足以区分四个版本的结构,并且评估结果与设计特征相符。该规则应继续对复习现有的课堂材料,有效编写和修订新材料以及将其他材料引入POGIL教育学方面有用。本文还列举了一个严格的过程,可以通过该过程来评估专栏。

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