Do Students Overestimate Their Contribution to Class?Congruence of Student and Professor Ratings of Class Participation

Journal of the Scholarship of Teaching and Learning

Megan L Meyer¹  Kimberly Dasch-Yee¹  Stacy A McDonald¹  Lynn DellaPietra²  Matthew Wiechnik³ 

[1] Holy Family University;Marymount California University;Woods Services;

关键词: class participation;    rubric;    congruence;    feedback;    higher education;   

DOI  :  10.14434/josotl.v18i3.21516

来源: DOAJ

【 摘 要 】

As student participation is an essential component of many classes, this research attempted to foster congruence between student and professor ratings of class participation. Study 1 (N = 196) explored the utility of a detailed grading rubric in assessing class participation. As predicted, providing students and faculty with the same rubric resulted in a moderate correlation between their ratings. Consistent with previous research, results indicated a mean difference between student and professor ratings, particularly for low participators. Utilizing this rubric, Study 2 (N = 87) examined congruency at mid- and end-term. Contrary to what was predicted, feedback provided at mid-term did not increase congruence at end-term. A potential implication of this finding is underdeveloped metacognitive skills in low participators. Perhaps, more frequent and substantive feedback is essential for these students.

【 授权许可】

Unknown