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

http://ir.library.oregonstate.edu/concern/undergraduate_thesis_or_projects/9880vs763

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  • 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.
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  • description.provenance : Submitted by Heather Boren (borenh) on 2008-06-16T21:21:37Z No. of bitstreams: 1 Thesis-Complete Watson.pdf: 2153597 bytes, checksum: e41469805cf5f90f38cc5216bfe0edd5 (MD5)
  • description.provenance : Made available in DSpace on 2008-06-17T21:08:20Z (GMT). No. of bitstreams: 1 Thesis-Complete Watson.pdf: 2153597 bytes, checksum: e41469805cf5f90f38cc5216bfe0edd5 (MD5)

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