2007 Conference Archive
Learner Focused Assessment: Students' Participation in Rubric Development and Students' Perceptions of Impact on their Grade By Being Involved in Assessment
Copyright
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Abstract
The poster will present a procedure that involved psychology students in identifying criteria and weights for scoring an empirical research paper that they then used as a guide while working on an empirical research paper assignment. The poster will also present students' ratings of the impact they perceived their involvement in the procedure had on their grade and their impressions of having the rubric available while they worked on the assignment. The objectives for this poster are to demonstrate procedures for involving students in assessment and to show that students' involvement in assessment can lead to development of useful assessment instruments. Conference attendees could take the rubric and inventories and modify them to suit their own purposes.
Location
Room 1908 A, B, C, D
Publication Type and Release Option
Event
Recommended Citation
Dixon, Lugenia, "Learner Focused Assessment: Students' Participation in Rubric Development and Students' Perceptions of Impact on their Grade By Being Involved in Assessment " (2007). SoTL Commons Conference. 49.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/49
Learner Focused Assessment: Students' Participation in Rubric Development and Students' Perceptions of Impact on their Grade By Being Involved in Assessment
Room 1908 A, B, C, D
The poster will present a procedure that involved psychology students in identifying criteria and weights for scoring an empirical research paper that they then used as a guide while working on an empirical research paper assignment. The poster will also present students' ratings of the impact they perceived their involvement in the procedure had on their grade and their impressions of having the rubric available while they worked on the assignment. The objectives for this poster are to demonstrate procedures for involving students in assessment and to show that students' involvement in assessment can lead to development of useful assessment instruments. Conference attendees could take the rubric and inventories and modify them to suit their own purposes.
