The way students’ internalize assessment criteria on inquiry reports
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10773/22177 |
Resumo: | This paper, based on two case studies, presents an interpretative research on the processes used by high school students to internalize the assessment criteria of Physics and Chemistry inquiry reports. Findings support that understanding the assessment criteria is complex, mainly because of its terminology. However the discussion of exemplars can have a crucial role in this process. In order to operationalize the assessment criteria, students used strategies stemming from the social context (teacher, peers and other didactic sources) as well as from their individual experience (errors made, engagement in critical thinking and the creation of a favorable environment). However it also showed that some differences in operationalizing the assessment criteria were related to different students’ profile. The results point to a multi-strategy pedagogical approach to enhance students’ internalization of assessment criteria. Nevertheless reducing the tension between teachers’ expectations and students’ own standards of quality showed to be a complex process. |
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The way students’ internalize assessment criteria on inquiry reportsSchool-based evaluationEvaluation methodsStudent evaluationAssessment criteriaSelf-regulated learningHigh schoolThis paper, based on two case studies, presents an interpretative research on the processes used by high school students to internalize the assessment criteria of Physics and Chemistry inquiry reports. Findings support that understanding the assessment criteria is complex, mainly because of its terminology. However the discussion of exemplars can have a crucial role in this process. In order to operationalize the assessment criteria, students used strategies stemming from the social context (teacher, peers and other didactic sources) as well as from their individual experience (errors made, engagement in critical thinking and the creation of a favorable environment). However it also showed that some differences in operationalizing the assessment criteria were related to different students’ profile. The results point to a multi-strategy pedagogical approach to enhance students’ internalization of assessment criteria. Nevertheless reducing the tension between teachers’ expectations and students’ own standards of quality showed to be a complex process.Elsevier2018-02-15T10:03:22Z2016-12-01T00:00:00Z2016-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10773/22177eng0191-491X10.1016/j.stueduc.2016.09.00Bruno, InêsSantos, LeonorCosta, Nilzainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-22T11:43:32Zoai:ria.ua.pt:10773/22177Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:56:24.703285Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The way students’ internalize assessment criteria on inquiry reports |
title |
The way students’ internalize assessment criteria on inquiry reports |
spellingShingle |
The way students’ internalize assessment criteria on inquiry reports Bruno, Inês School-based evaluation Evaluation methods Student evaluation Assessment criteria Self-regulated learning High school |
title_short |
The way students’ internalize assessment criteria on inquiry reports |
title_full |
The way students’ internalize assessment criteria on inquiry reports |
title_fullStr |
The way students’ internalize assessment criteria on inquiry reports |
title_full_unstemmed |
The way students’ internalize assessment criteria on inquiry reports |
title_sort |
The way students’ internalize assessment criteria on inquiry reports |
author |
Bruno, Inês |
author_facet |
Bruno, Inês Santos, Leonor Costa, Nilza |
author_role |
author |
author2 |
Santos, Leonor Costa, Nilza |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Bruno, Inês Santos, Leonor Costa, Nilza |
dc.subject.por.fl_str_mv |
School-based evaluation Evaluation methods Student evaluation Assessment criteria Self-regulated learning High school |
topic |
School-based evaluation Evaluation methods Student evaluation Assessment criteria Self-regulated learning High school |
description |
This paper, based on two case studies, presents an interpretative research on the processes used by high school students to internalize the assessment criteria of Physics and Chemistry inquiry reports. Findings support that understanding the assessment criteria is complex, mainly because of its terminology. However the discussion of exemplars can have a crucial role in this process. In order to operationalize the assessment criteria, students used strategies stemming from the social context (teacher, peers and other didactic sources) as well as from their individual experience (errors made, engagement in critical thinking and the creation of a favorable environment). However it also showed that some differences in operationalizing the assessment criteria were related to different students’ profile. The results point to a multi-strategy pedagogical approach to enhance students’ internalization of assessment criteria. Nevertheless reducing the tension between teachers’ expectations and students’ own standards of quality showed to be a complex process. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-01T00:00:00Z 2016-12 2018-02-15T10:03:22Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10773/22177 |
url |
http://hdl.handle.net/10773/22177 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
0191-491X 10.1016/j.stueduc.2016.09.00 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Elsevier |
publisher.none.fl_str_mv |
Elsevier |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799137617659297792 |