学生对生物课上不同评分策略的看法。

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-24 DOI:10.1128/jmbe.00140-24
Jacob J Adler, Lauren E Stoczynski
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引用次数: 0

摘要

有必要在生物教育文献中提供更多关于其他评分策略的案例研究,并报告学生对这些策略的看法。学生参与者被指导使用不同的评分策略,然后完成课程元认知自我反思。对公开回复进行定性内容分析。学生认为有机会获得有益的教师反馈,有一个以学习为中心的环境,提高理解能力,清晰的焦点,减少压力,进步,享受,实践,鼓励,增加自信。他们有时还会将自己的课程与其他课程或过去的经历进行比较。基于先前的文献和学生提到的成长/改进的机会,后续调查进行了检查学生的成长心态信念关于生物学和一般智力使用验证调查。定性内容分析是在这个成长心态调查的开放回答进行的。学生们经常报告成长心态陈述,并讨论必须付出努力或利用各种学习因素来帮助构建他们的生理和一般智力。此外,学生报告说,他们的交替评分课程加强了他们的成长心态信念,提高了他们对课程内容的理解。这项工作增加了生物课堂中替代评分策略的案例研究的基础,并对这些策略对学生的感知影响进行了一些定性研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student perceptions of alternative grading strategies in the biology classroom.

There is a need to provide more case studies of alternative grading strategies in the biology education literature and report on student perceptions of these strategies. Student participants were instructed using alternative grading strategies and then completed course metacognitive self-reflections. Qualitative content analysis was performed on open responses. Students perceived opportunities for helpful instructor feedback, having a learning-focused environment, improved understanding, clarity of focus, reduced stress, improvement, enjoyment, practice, encouragement, and increased self-confidence. They also sometimes compared the logistics of their alternatively graded course to other courses or past experiences. Based upon previous literature and students mentioning opportunities for growth/improvement, a follow-up survey was performed examining the student's growth mindset beliefs regarding biology and general intelligence using a verified survey. Qualitative content analysis was performed on open responses within this growth mindset survey. Students frequently reported growth mindset statements and discussed having to put in effort or utilize various learning factors that help frame their biology and general intelligence. Further, students reported that their alternatively graded course strengthened their growth mindset beliefs and improved their understanding of course content. This work adds to the growing base of case studies of alternative grading strategies in biology classrooms and some qualitative results on the perceived effects that these strategies are having on students.

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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
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