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Focusing Students: Three Approaches for Learning Through Evaluation

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Abstract

Three professors share their solutions to the problem of focusing students on the assessments required in their classes, lest specification charts show students the specific concepts, principles, and problems that will be included on multiple choice tests. Rubrics developed for assigned work are demonstrated as ways to increase student expectations and to direct their explorations. Negotiated rubrics are used to involve students in the setting of standards for work in their own classes. Advantages for students and professors in using the methods are offered.

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Authors and Affiliations

  1. St. Thomas University in, Fredericton, Canada

    Robert Lewis (Chair of the Education Department at)

  2. Education Department at the, University of North Carolina, Pembroke

    Paul Berghoff (Professor in the)

  3. Education Department at, St. Thomas University, Canada

    Pierette Pheeney (Assistant Professor in the)

Authors
  1. Robert Lewis
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  2. Paul Berghoff
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  3. Pierette Pheeney
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Lewis, R., Berghoff, P. & Pheeney, P. Focusing Students: Three Approaches for Learning Through Evaluation. Innovative Higher Education 23, 181–196 (1999). https://doi.org/10.1023/A:1022994417651

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  • DOI: https://doi.org/10.1023/A:1022994417651

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