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A Rubric for Learning, Teaching, and Assessing Scientific Inquiry in Psychology

Author: Jane S HalonenTed BosackShirley ClayMaureen McCarthyDana S DunnAll authors
Publisher: DigitalCommons@Kennesaw State University 2003-07-01T07:00:00Z
Edition/Format:   Downloadable archival material
Summary:
Accountability pressures influence all levels of psychology instruction. In this article we explore how to meet those pressures with integrity, focusing on authentic assessment and teaching as a primary solution. We propose a rubric to describe the progress of students' acquisition of scientific inquiry skills applied to behavior and provide an example of an authentic assessment that demonstrates use of the rubric.  Read more...
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Genre/Form: text
Material Type: Internet resource
Document Type: Internet Resource, Archival Material
All Authors / Contributors: Jane S Halonen; Ted Bosack; Shirley Clay; Maureen McCarthy; Dana S Dunn; G William IV Hill; Rob McEntarffer; Chandra Mehrotra; Robbye Nesmith; Kenneth A Weaver; Kristin Whitlock
OCLC Number: 727792317

Abstract:

Accountability pressures influence all levels of psychology instruction. In this article we explore how to meet those pressures with integrity, focusing on authentic assessment and teaching as a primary solution. We propose a rubric to describe the progress of students' acquisition of scientific inquiry skills applied to behavior and provide an example of an authentic assessment that demonstrates use of the rubric. Application of the rubric can enhance active learning, promote more sophisticated scientific inquiry, improve metacognitive development, support program evaluation, and enrich faculty development.

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