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Models of Classroom Assessment for Course-Based Research Experiences.

David I Hanauer1, Tong Zhang2, Mark J Graham3

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Summary
This summary is machine-generated.

This study developed a model for assessing course-based research experiences (CRE). It balances grading with feedback to support student learning and persistence in science.

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Area of Science:

  • Science Education
  • Undergraduate Research

Background:

  • Course-based research experiences (CRE) engage students in authentic scientific inquiry.
  • Effective assessment is crucial for student learning and persistence in science.

Purpose of the Study:

  • To develop a model for assessing and grading students in course-based research experiences.
  • To integrate assessment aims and practices with existing CRE instructional models.

Main Methods:

  • Collected and analyzed assessment aims and practices from experienced CRE instructors.
  • Defined four key assessment aims: laboratory work/scientific thinking, concept/skill mastery, scientific communication, and metacognition of learning.
  • Integrated assessment practices with CRE instructional models.

Main Results:

  • Identified four primary aims for CRE assessment.
  • Developed a set of assessment practices aligned with each aim.
  • Proposed an assessment program balancing feedback for research engagement with grading requirements.

Conclusions:

  • The developed assessment model supports student engagement in research.
  • It delicately balances the need for ongoing research facilitation with final grading.
  • This approach upholds the core aims of CRE education without undermining student success.