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51.
Although the rubric has emerged as one of the most popular assessment tools in progressive educational programs, there is an unfortunate dearth of information in the literature quantifying the actual effectiveness of the rubric as an assessment tool in the hands of the students. This study focuses on the validity and reliability of the rubric as an assessment tool for student peer‐group evaluation in an effort to further explore the use and effectiveness of the rubric. A total of 1577 peer‐group ratings using a rubric for an oral presentation was used in this 3‐year study involving 107 college biology students. A quantitative analysis of the rubric used in this study shows that it is used consistently by both students and the instructor across the study years. Moreover, the rubric appears to be ‘gender neutral’ and the students' academic strength has no significant bearing on the way that they employ the rubric. A significant, one‐to‐one relationship (slope = 1.0) between the instructor's assessment and the students' rating is seen across all years using the rubric. A generalizability study yields estimates of inter‐rater reliability of moderate values across all years and allows for the estimation of variance components. Taken together, these data indicate that the general form and evaluative criteria of the rubric are clear and that the rubric is a useful assessment tool for peer‐group (and self‐) assessment by students. To our knowledge, these data provide the first statistical documentation of the validity and reliability of the rubric for student peer‐group assessment. 相似文献
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Richard W. Pollay James H. Leigh Claude R. Martin Jr. Charles H. Patti 《Communication Booknotes Quarterly》2013,44(3):178-179
Richard W. Pollay, ed. Information Sources in Advertising History (Westport, Conn.: Greenwood Press, 1979---$22.50) James H. Leigh and Claude R. Martin Jr., eds. Current Issues and Research in Advertising 1979 (Division of Research, Graduate School of Business Administration, University of Michigan, Ann Arbor, Mich.---$5.00, paper) Charles H. Patti's Advertising Management: Cases and Concepts (Columbus, Ohio: Grid, 1978---$14.95) 相似文献
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Patti Lather 《Educational theory》1991,41(2):153-173
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The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning. 相似文献
56.
Stacy T. Taniguchi Patti A. Freeman A. LeGrand Richards 《Journal of Adventure Education & Outdoor Learning》2005,5(2):131-144
This phenomenological study sought to identify the attributes of meaningful learning experiences as found in an outdoor education program. Thirteen students in the Wilderness Writing Program at Brigham Young University were the sample of this study. Their participation in outdoor recreational activities and their reflections about their experiences were analyzed. Through written journal entries, group discussions, observations, and writing assignments, a qualitative analysis identified attributes that occurred in their meaningful learning experiences. Meaningful learning was defined as a realization of a person's weaknesses, strengths, and potentials. This realization came through experiences with attributes of a degree of perceived risk, which led to a feeling of awkwardness, followed by a purifying process, or sublimation. A reflective period allowed for reconstruction of a person's view of himself or herself and this was closely tied with feedback from others in the group. 相似文献
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Jaroslav Krejci Frank Brown Philip G. Altbach Margaret C. Ives M. L. Shattock M. G. de St V. Atkins D. G. Mulcahy Irving J. Spitzberg Arthur Levine David Warwick Charles Carter Robby Cohen Patti M. Peterson Philip G. Altbach Richard A. Wanner Bruce M. Shore Arye Perlberg Clive Church John B. Biggs Karl Halvor Teigen Pauline M. Rea Ernest Rudd E. D. Duryea 《Higher Education》1979,8(2):217-248
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Qing Li Lynn Moorman Patti Dyjur 《Educational technology research and development : ETR & D》2010,58(6):729-753
This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students’ learning. To achieve these goals, we developed a model of inquiry-based learning with e-mentoring (IBLE) based on CII’s inquiry model (Community Informatics Initiative 2009; http://inquiry.uiuc.edu/). We then tested the effectiveness of the IBLE model and reported our work in a rural context. Results showed that IBLE had enhanced students’ learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness. Implications for design and limitations of the study are also discussed. 相似文献