Numerous calls for reform of college STEM courses have been made over the years. Many have responded by introducing active learning into the classrooms and lecture halls, but seemingly less attention has been paid to how we assess the resulting learning. Clearly, if we want students to be able to use their knowledge, for example by constructing models, arguments and explanations, it will be important to develop assessments that incorporate such practices. In this presentation we will discuss the development of a rubric that can be used to characterize the nature of assessments. This project is part of a reform funded by the Association of American Universities (AAU).

Designing a rubric to characterize assessments

248th National Meeting (2014)

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