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ERIC Number: EJ921532
Record Type: Journal
Publication Date: 2011-Mar
Pages: 7
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-0047-231X
Taming the Testing/Grading Cycle in Lecture Classes Centered around Open-Ended Assessment
Schinske, Jeffrey N.
Journal of College Science Teaching, v40 n4 p46-52 Mar 2011
Testing strategies centered around open-ended assessments are generally thought to result in deeper learning compared with close-ended questioning. However, the time requirements involved in grading open-ended assessments on exams often limit the feasibility of using such assessments. This article presents an index card questioning strategy designed to mitigate the grading workload associated with using open-ended assessments as a centerpiece of larger courses. This strategy additionally encourages collaborative learning, provides data on class progress, assists in identifying student misconceptions, and helps to align student and instructor expectations. (Contains 3 figures and 4 tables.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A