A RUBRIC TO SELF-ASSESS AND PEER-ASSESS MATHEMATICAL PROBLEM SOLVING TASKS OF COLLEGE STUDENTS
A RUBRIC TO SELF-ASSESS AND PEER-ASSESS MATHEMATICAL PROBLEM SOLVING TASKS OF COLLEGE STUDENTS
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大学生数学解题任务自评和互评量规
DOI：
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发表时间：
2010
期刊：
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通讯作者：
Gunawardena Egodawatte
中科院分区：
文献类型：
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作者：
Gunawardena Egodawatte
学生参与自己的评估可以增加学习过程的反思和元认知。基于这一思想，开发了一种评估工具来自我评估大学生的数学问题解决任务。这项练习的主要目的是提高学生的学习水平。评估工具包含三个项目：学生意见问卷、分析评估量规和自我评估表。评估过程中还包括同行评估部分，以获得更高的准确性。该标题将服务于三个主要目的。首先，学生可以使用该量规作为学习工具。其次，它将作为教师的教学工具。第三，可以作为评估工具。然而，整个目的是提高学生的学习而不是为他们提供字母等级。
Student involvement in their own assessment can add reflection and metacognition to the learning process. Based on this idea, an assessment instrument was developed to self-assess college students' mathematical problem solving tasks. The main objective of this exercise is to improve student learning. The assessment instrument contains three items: student opinion questionnaire, an analytic evaluation rubric, and a self assessment schedule. A peer assessment component was also included in the assessment process to gain more accuracy. The rubric will serve three main purposes. First, students can use the rubric as a learning tool. Second, it will serve as a teaching tool for teachers. Third, it can be used as an assessment tool. However, the whole purpose is to improve student learning rather than providing them with a letter grade.