Document Type

Article

Publication Date

11-27-2023

Journal / Book Title

Frontiers in Education

Abstract

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.

Comments

Additional authors: Bates, Tonya C.; Bechman, Meghan J.; Behr, Elizabeth; Beyer, Andrea R.; Bortz, Rebecca L.; Bowder, Dane M.; Briggs, Laura A.; Brown-Kennerly, Victoria; Buckholt, Michael A.; Bullock, Sharon K.; Butela, Kristen A.; Byrum, Christine A.; Caruso, Steven M.; Chia, Catherine P.; Chong, Rebecca A.; Chung, Hui-Min; Clase, Kari L.; Coleman, Sean T.; Parks Collins, D.; Conant, Stephanie B.; Condon, Brett M.; Connerly, Pamela L.; Connors, Bernadette J.; Cook-Easterwood, Jennifer E.; Crump, Katie E.; D’Elia, Tom; Dennis, Megan K.; DeVeaux, Linda C.; Diacovich, Lautaro; Duffy, Iain; Edgington, Nicholas P.; Edwards, Dustin C.; Egwuatu, Tenny O. G.; Eivazova, Elvira R.; Fallest-Strobl, Patricia C.; Fillman, Christy L.; Findley, Ann M.; Fisher, Emily; Fisher, Matthew R.; Fogarty, Marie P.; Freise, Amanda C.; Frost, Victoria J.; Gainey, Maria D.; Garcia Costas, Amaya M.; Garza, Atenea A.; Gavin, Hannah E.; Ghittoni, Raffaella; Gibb, Bryan; Golebiewska, Urszula P.; Grinath, Anna S.; Gurney, Susan M. R.; Hare, Rebekah F.; Heninger, Steven G.; Hinz, John M.; Hughes, Lee E.; Jayachandran, Pradeepa; Johnson, Kristen C.; Johnson, Allison A.; Kanther, Michelle; Kenna, Margaret; Kirkpatrick, Bridgette L.; Klyczek, Karen K.; Kohl, Kathryn P.; Kuchka, Michael; LaPeruta, Amber J.; Lee-Soety, Julia Y.; Lewis, Lynn O.; Lindberg, Heather M.; Madden, Jaclyn A.; Markov, Sergei A.; Mastropaolo, Matthew D.; Mathur, Vinayak; McClory, Sean P.; Merkhofer, Evan C.; Merkle, Julie A.; Michael, Scott F.; Mitchell, Jon C.; Molloy, Sally D.; Monti, Denise L.; Mussi, María Alejandra; Nance, Holly; Nieto-Fernandez, Fernando E.; Nissen, Jillian C.; Nsa, Imade Y.; O’Donnell, Mary G.; Page, Shallee T.; Panagakis, Andrea; Parra-Unda, Jesús Ricardo; Pelletier, Tara A.; Perez Morales, Tiara G.; Peters, Nick T.; Phuntumart, Vipaporn; Pollenz, Richard S.; Preuss, Mary L.; Puthoff, David P.; Raifu, Muideen K.; Reyna, Nathan S.; Rinehart, Claire A.; Rocheleau, Jessica M.; Rossier, Ombeline; Rudner, Adam D.; Rueschhoff, Elizabeth E.; Ryan, Amy; Saha, Sanghamitra; Shaffer, Christopher D.; Smith, Mary Ann V.; Sprenkle, Amy B.; Strong, Christy L.; Sunnen, C. Nicole; Tarbox, Brian P.; Temple, Louise; Thoemke, Kara R.; Thomas, Michael A.; Tobiason, Deborah M.; Tolsma, Sara S.; Garcia, Julie Torruellas; Valentine, Megan S.; Vazquez, Edwin; Ward, Robert E.; Ward, Catherine M.; Ware, Vassie C.; Warner, Marcie H.; Washington, Jacqueline M.; Westholm, Daniel E.; Wheaton, Keith A.; Wilkes, Beth M.; Williams, Elizabeth C.; Biederman, William H.; Cresawn, Steven G.; Heller, Danielle M.; Jacobs-Sera, Deborah; Hatfull, Graham F.; Asai, David J.; Sivanathan, Viknesh

DOI

10.3389/feduc.2023.1279921

Rights

© 2023 the Authors. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).

Published Citation

Hanauer, D. I., Zhang, T., Graham, M. J., Adams, S. D., Ahumada-Santos, Y. P., Alvey, R. M., ... & Sivanathan, V. (2023, November). Models of classroom assessment for course-based research experiences. In Frontiers in education (Vol. 8, p. 1279921). Frontiers Media SA.

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