Scoring Student Research Projects

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Presentation transcript:

Scoring Student Research Projects Kate Conerton, University of Wyoming Libraries

Developing the Question Started with learning outcome from new general education program: Find, analyze, evaluate, and document information appropriately as applicable to the discipline, interdisciplinary field, or professional setting as demonstrated by completing a substantial communication project that requires appropriate research skills.

Developing the Question find, analyze, evaluate, and document How does library instruction affect students’ demonstrated ability to evaluate, synthesize, and attribute information? Partly a feature of the assignments we were using - from a final assignment, can’t really figure out how students FIND their resources

Communication 2 Findings 2020

Communication 3 Findings So assignment design really drives student performance on these outcomes - students may or may not be able to pull off what they are asked to do but they absolutely won’t pull off what you don’t even ask them to do ALSO, students in online classes may need additional support.

Unexpected Finding In research proposals, students used resources in their background but not their proposed methods. Transfer problem?

What’s Next Partnering with center for teaching & learning on research assignment development workshops Rethinking instruction: what do students in these classes really need to know? Transfer problem?