成绩与学习

Q4 Social Sciences

Journal of Assessment and Institutional Effectiveness Pub Date : 2022-09-01 DOI:10.5325/jasseinsteffe.12.1-2.0001

Dave Eubanks

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引用次数: 0

摘要

由于历史复杂，在准备认证的报告中，课程成绩通常不被用作评估学习的主要数据。这篇文章通过提供一些成绩分析的例子来展示如何评估学生的能力和课程难度，并将这些与特定学科的学习联系起来，从而鼓励读者重新考虑。线性和有序回归被用来模拟分数随时间的平均值，似乎表明学生的能力影响学习发展。另一项分析提供了一种估算与课程严谨性相关的边际学习收益的方法。这些例子引发了几个研究问题，这些问题有助于对成绩、学生成功、学生学习和结果公平进行大量实际研究。关键词:成绩;评估实践;学生的学习;学生的成功

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Grades and Learning

abstract:Course grades are not typically used as primary data for assessing learning in reports prepared for accreditation due to a complicated history. This article encourages readers to reconsider by offering several examples of grade analysis to show how to estimate students’ abilities and course difficulties, and link those to discipline-specific learning. Linear and ordinal regression are used to model rubric rating averages over time, plausibly showing that student ability affects learning development. Another analysis offers a way to estimate marginal learning gains associated with course rigor. The examples give rise to several research questions that can contribute to a body of practical research on grades, student success, student learning, and equity of outcomes. Keywords: grades; assessment practice; student learning; student success

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来源期刊

Journal of Assessment and Institutional Effectiveness Social Sciences-Education

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment. JAIE is the official publication of the New England Educational Assessment Network, established in 1995 and recognized as one of the leaders in supporting best practices and resources in educational assessment.