Effects of Teacher Knowledge of Rubrics on Student Achievement in Four Content Areas
Effects of Teacher Knowledge of Rubrics on Student Achievement in Four Content Areas
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教师对量规的了解对学生四个内容领域成绩的影响
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
G. Newberry
中科院分区：
文献类型：
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作者：
William D. Shafer;Gwenyth Swanson;Nancy H. Bené;G. Newberry
研究了教师的数学知识对高中生数学成绩的影响。根据课程（代数，生物，英语和政府）和学生的教学能力水平，从系统提名中选出教师对。每组中的一名成员被随机分配接受规则训练，另一名则没有。经过一段时间的教学，所有教师管理的主题测试，其中包含选择性反应和建构反应（CR）项目。结果有利于学生的成绩，教师接受了标题培训，在3的8个（2个项目类型，在每个4个内容领域）比较，其他5个比较不显着。显着的结果是在代数的两个项目类型和生物学的CR项目。
The effects of teacher knowledge of rubrics on achievement of high school students were studied. Pairs of teachers were selected from system nominations based on course (algebra, biology, English, and government) and ability level of students taught. One member of each pair was randomly assigned to receive rubric training and the other did not. After a period of instruction, all teachers administered subject matter tests that contained both selected response and constructed-response (CR) items. Results favored the achievement of students whose teachers had received rubric training in 3 of the 8 (2 item types in each of 4 content areas) comparisons; the other 5 comparisons were not significant. The significant results were in algebra for both item types and in biology for CR items.