The Impact of Guiding Questions and Rubrics in the Scientific Writing of Middle-Division Physics Students

Honors College Thesis

Public Deposited

Citeable URL: https://ir.library.oregonstate.edu/concern/honors_college_theses/9880vs763

Descriptions

Attribute Name	Values
Creator	Watson, Drew M.
Abstract	The aim of this Physics Education Research project was to implement a modified version of Calibrated Peer Review and measure the impacts in junior-level students' scientific writing. The project developed and implemented a set of guiding questions, instructor written examples, and a rubric which were implemented in a multi-staged process, relying on student evaluation of the examples and of peer work using the developed rubric. Quantitative data obtained using the rubric itself, as well as free-form student reflection on the process suggests that students' writing improved in three distinct ways: judgment as to the appropriate level of detail to include, explanations and structuring of mathematics, and organization of thought. Suggestions for future classroom use and further studies of the effects of rubrics and peer evaluation on scientific writing are provided.
License	All rights reserved
Resource Type	Honors College Thesis
Date Available	2008-06-17T21:08:20+00:00
Date Issued	2008-05-27
Degree Level	Bachelor's
Degree Name	Honors Bachelor of Science (H.B.S.)
Degree Field	Physics
Degree Grantor	Oregon State University
Commencement Year	2008
Advisor	Manogue, Corinne
Committee Member	Hill, Eric
Non-Academic Affiliation	Oregon State University. Honors College
Rights Statement	In Copyright
Publisher	Oregon State University
Peer Reviewed	No
Language	English [eng]
Replaces	http://hdl.handle.net/1957/8759

Parents:

This work has no parents.

In Collection:

Thumbnail	Title	Date Uploaded	Visibility	Actions
	Thesis-Complete_Watson.pdf	2017-07-28	Public	Download