Journal article
Validation of an Assessment Rubric via Controlled Modification of a Classroom Activity
Journal of chemical education, Vol.89(9), pp.1104-1108
08/14/2012
DOI: 10.1021/ed2003324
Abstract
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.
Details
- Title: Subtitle
- Validation of an Assessment Rubric via Controlled Modification of a Classroom Activity
- Creators
- Christopher F BauerRenée Cole
- Resource Type
- Journal article
- Publication Details
- Journal of chemical education, Vol.89(9), pp.1104-1108
- Publisher
- American Chemical Society and Division of Chemical Education, Inc
- DOI
- 10.1021/ed2003324
- ISSN
- 0021-9584
- eISSN
- 1938-1328
- Language
- English
- Date published
- 08/14/2012
- Academic Unit
- Chemistry
- Record Identifier
- 9983985978602771
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