Measuring beyond content: A rubric bank for assessing skills in authentic research assignments in the sciences

Chemistry Education Research and Practice

Volumn 13, Issue 3, 2012, Pages 268-276

  Kishbaugh, Tara L S ^a   Cessna, Stephen ^a   Jeanne Horst, S ^a   Leaman, Lori ^a   Flanagan, Toni ^a   Graber Neufeld, Doug ^a   Siderhurst, Matthew ^a  

^a EASTERN MENNONITE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84873528765     PISSN: None     EISSN: 11094028     Source Type: Journal    
DOI: 10.1039/c2rp00023g     Document Type: Article

References (63)

1. AAAS, (1993), Benchmarks for Science Literacy. New York: Oxford University Press.
2. AAAS, (2009), Benchmarks for Science Literacy. New York: Oxford University Press.
3. AACU, (2005), Liberal Education Outcomes: A Preliminary Report on Student Achievement in College. From http://www.aacu.org/ advocacy/pdfs/leap-report- final.pdf.
4. Abd-El-Khalick F., Waters M. and Le A. P, (2008), Representations of nature of science in high school chemistry textbooks over the past four decades, Journal of Research in Science Teaching, 45, 835-855.
5. ACS, (2008), Undergraduate professional education in chemistry: ACS guidelines and evaluation procedures for bachelor's degree programs. From http://portal.acs.org/portal/PublicWebSite/about/governance/ committees/training/acsapproved/degreeprogram/WPCP-008491.
6. ACS, (2010), Rigorous undergraduate chemistry programs. From http:// portal.acs.org/portal/fileFetch/C/CNBP-024263/pdf/CNBP-024263.pdf.
7. Allen D. and Tanner K, (2006), Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners, CBE-Life Sciences Education, 5, 197-203.
8. American Educational Research Association, A. P. A., & National Council on Measurement in Education, (1999), Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
9. Anderson L. W., Krathwohl D. R. and editors, n. (ed.), (2001), A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Allyn & Bacon. Boston, MA (Pearson Education Group).
10. Andrade H. and Du Y, (2005), Student perspectives on rubric-referenced assessment, Practical Assessment, Research & Evaluation, 10, (note - this is an electronic journal and there are no page numbers)
11. Andrade H. G., (2000), Using rubrics to promote thinking and learning, Educational Leadership, 57, 13-18.
12. Andrade H. G., (2005), Teaching with rubrics: The good, the bad, and the ugly, College Teaching, 53, 27-30.
13. Bissell A. N. and Lemons P. P., (2006), A new method for assessing critical thinking in the classroom, BioScience, 56, 66-72.
14. Black P. and Wiliam D., (1998), Assessment and classroom learning, Assessment in Education: Principles, Policy & Practice, 5, 7.
15. Bloom B. S., (1956), Taxonomy of educational objectives: The classification of educational goals. New York: McKay.
16. Bullough R. V. and Pinnegar S. E., (2007), Thinking about the thinking about self-study. In J. Loughran, M. H. Hamilton, V. K. LaBoskey, and T. Russell (ed.), International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht, The Netherlands: Springer.
17. Brown J. S., Collins A. and Duguid P., (1989), Situated cognition and the culture of learning, Educational Researcher, 18, 32-42.
18. Burke K. A., Greenbowe T. J. and Hand B. M., (2006), Implementing the science writing heuristic in the chemistry laboratory, Journal of Chemical Education, 83, 1032.
19. Carless D., (2007), Conceptualizing pre-emptive formative assessment, Assessment in Education, 14, 171-184.
20. Earl L. M., (2003), Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press.
21. Ennis R. H., (1985), A logical basis for measuring critical thinking skills, Educational Leadership, 43, 44-48.
22. Fink L. D., (2003), Creating Significant Learning Experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
23. Fitch G. K., (2007), A rubric for assessing a student's ability to use the light microscope, The American Biology Teacher, 69, 211-214.
24. Good R. and Shymansky J., (2001), Nature-of-science literacy in "benchmarks" and "standards": Post-modern/relativist or modern/realist?, Science and Education, 10, 173-185.
25. Hafner J. and Hafner P., (2003), Quantitative analysis of the rubric as an assessment tool: An empirical study of student peer-group rating, International Journal of Science Education, 25, 1509-1528.
26. Halonen J. S., Bosack T., Clay S., McCarthy M., Dunn D. S., HillIv G. W., et al., (2003), A rubric for learning, teaching, and assessing scientific inquiry in psychology, Teaching of Psychology, 30, 196-208.
27. Halpern D., (1996), Thought & knowledge: An introduction to critical thinking. Mahweh, NJ: Lawrence Erblaum.
28. Halpern D., (2001), Assessing the effectiveness of critical thinking instruction, Journal of General Education, 54, 238-254.
29. Hand B., Prain V., Lawrence C. and Yore L. D., (1999), A writing in science framework designed to enhance science literacy, International Journal of Science Education, 21, 1021-1035.
30. Hunter A.-B., Laursen S. L. and Seymour E., (2007), Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development, Science Education, 91, 36-74.
31. Jacobs C., (2004), Critical thinking in the chemistry classroom and beyond, Journal of Chemical Education, 81, 1216-1223.
32. Jiménez-Aleixandre M. P., Bugallo Rodri'guez A. and Duschl R. A., (2000), "Doing the lesson" or "doing science": Argument in high school genetics, Science Education, 84, 757-792.
33. Jonsson A. and Svingby G., (2007), The use of scoring rubrics: Reliability, validity and educational consequences, Educational Research Review, 2, 130-144.
34. Kardash C. M., (2000), Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors, Journal of Educational Psychology, 92, 191-201.
35. Lave J. andWenger E., (1991), Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
36. Lederman N. G., (1992), Students' and teachers' conceptions of the nature of science: A review of the research, Journal of Research in Science Teaching, 29, 331-359.
37. Lederman N. G., (2007), Nature of science: Past, present and future. In S. K. Abell & N. G. Lederman (ed.), Handbook of research on science education. New York: Routledge.
38. Liang L. L., Chen S., Chen X., Kaya O. N., Adams A. D., Macklin M., et al., (2006), Student understanding of science and scientific inquiry: revision and further validation of an assessment instrument. Paper presented at the Annual Conference of the National Association for Research in Science Teaching (NARST).
39. Loughran J. J., (2007), A history and context of self-study of teaching and teacher education practices. In J. Loughran, M. H. Hamilton
40. V. K. LaBoskey, and T. Russell (ed.), International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht, The Netherlands: Springer.
41. Maki P., (2004a), Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: American Association for Higher Education.
42. Maki P., (2004b), Reaching consensus about criteria and standards of judgment, Chapter 5. Retrieved from http://www.uri.edu/assess ment/media/public/page-files/resources/maki/Maki-Consensus- about-Criteria-and- Standards.pdf.
43. Marchlewicz S. C. and Wink D. J., (2011), Using the activity model of inquiry to enhance general chemistry students' understanding of nature of science, Journal of Chemical Education, 88, 1041-1047.
44. McComas W. F., (1998), Principle elements of the nature of science: Dispelling the myths. In W. F. McComas (Ed.), The nature of science in science education. Kulwer: Springer.
45. McCray R. A., DeHaan R. L. and Schuck J. A., (ed.)., (2003), Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics. Report of a Workshop. Washington D.C.: National Academies Press.
46. Mertler C., (2001), Designing scoring rubrics for your classroom, Practical Assessment, Research & Evaluation, 7.
47. Moni R. W., Beswick E. and Moni K. B., (2005), Using student feedback to construct an assessment rubric for a concept map in physiology, Advances in Physiology Education, 29, 197-203.
48. NRC., (1996), National Science Education Standards. Washington, D.C.: National Academy Press.
49. NRC., (2011), A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Washington, D.C.: National Academy Press.
50. Pascarella E. T. and Terenzini P. T., (2005), How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass.
51. Popham W. J., (1997), What's Wrong - and What's Right - with rubrics, Educational Leadership, 55, 72-75.
52. Quitadamo I. J., Faiola C. L., Johnson J. E. and Kurtz M. J., (2008), Community-based inquiry improves critical thinking in general education biology, CBE-Life Sciences Education, 7, 327-337.
53. Reddy Y. M. and Andrade H., (2009), A review of rubric use in higher education, Assessment & Evaluation in Higher Education, 35, 435-448.
54. Ruiz Primo M. A., Li M., Ayala C. and Shavelson R. J., (2004). Evaluating students' science notebooks as an assessment tool, International Journal of Science Education, 26, 1477-1506.
55. Russell C. B. and Weaver G. C., (2011), A comparative study of traditional, inquiry-based, and research-based laboratory curricula: Impacts on understanding of the nature of science, Chemistry Education Research and Practice, 12, 57-67.
56. Schwartz R. S., Lederman N. G. and Crawford B. A., (2004), Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry, Science Education, 88, 610-645.
57. Singer J., Marx R. W., Krajcik,J. and Clay Chambers J., (2000), Constructing extended inquiry projects: Curriculum materials for science education reform, Educational Psychologist, 35, 165-178.
58. Tariq V. N., Stefani L. A. J., Butcher A. C. and Heylings D. J. A., (1998), Developing a new approach to the assessment of project work, Assessment & Evaluation in Higher Education, 23, 221-240.
59. Timmerman B. E. C., Strickland D. C., Johnson R. L. and Payne J. R., (2010), Development of a 'universal' rubric for assessing undergraduates' scientific reasoning skills using scientific writing, Assessment & Evaluation in Higher Education, 1-39.
60. Wong S. L. and Hodson D., (2009), From the horse's mouth: What scientists say about scientific investigation and scientific knowledge, Science Education, 93, 109-130.
61. Zoller U., (1993), Are lecture and learning compatible? Maybe for LOCS: Unlikely for HOCS, Journal of Chemical Education, 70, 195-197.
62. Zoller U., (1999), Scaling-up of higher-order cognitive skills-oriented college chemistry teaching: An action-oriented research, Journal of Research in Science Teaching, 36, 583-596.
63. Zoller U., (2001), The challenge for environmental chemistry educators, Environmental Science and Pollution Research, 8, 1-4.