Students who are solving open-ended problems would benefit from formative assessment , i.e., from receiving helpful feedback and from having an instructor who is informed about their level of performance. Open-ended problems challenge existing assessment techniques. For example, such problems may have reasonable alternative solutions, or conflicting objectives. Analyses of open-ended problems a...

30 Purpose/ Content (K) Paper has no purpose. No hypothesis/thesis is evident. Paragraphs do not support purpose throughout paper. Purpose is weak or unclear in four or more paragraphs. Paragraphs do not support purpose in 75% or more of paper. Thesis/hypothesis fails to assert idea. Purpose is fairly clear but lost in two or more paragraphs. Support for purpose is unrelated in at least two or ...

PURPOSE To determine whether disclosure of scoring rubric for objective basic clinical skills can improve the scores on the objective structured clinical examination (OSCE) in medical students. METHODS Clinical performance score results of one university medical students (study group, n=345) were compared to those of another university (control group, n=1,847). Both groups took identical OSCE...

PURPOSE Reflective writing (RW) curriculum initiatives to promote reflective capacity are proliferating within medical education. The authors developed a new evaluative tool that can be effectively applied to assess students' reflective levels and assist with the process of providing individualized written feedback to guide reflective capacity promotion. METHOD Following a comprehensive searc...

Rubrics are being used in a wide variety of disciplines in higher education to evaluate the assessments and provide feedback to students. Rubrics are traditionally implemented as paper-based table to grade assessments and provide feedback. The advancement of technology has integrated the Rubric Tool into Learning Management Systems (LMS) like Blackboard to facilitate online marking. In this con...

Objective – This study demonstrates one method of developing and applying rubrics to student writing in order to gather evidence of how students utilize information literacy skills in the context of an authentic assessment activity. The process of creating a rubric, training scorers to use the rubric, collecting annotated bibliographies, applying the rubric to student work, and the results of t...

Literacy, encompassing the ability to produce written outputs from the reading of multiple sources, is a key learning goal. Selecting information, and evaluating and integrating claims from potentially competing documents is a complex literacy task. Prior research exploring differing behaviours and their association to constructs such as epistemic cognition has used ‘multiple document processin...