TY - JOUR
AU - Astwood, Philip Merritt
AB - Recent debate concerning the weaknesses of traditional testing and grading strategies has resulted in the development of alternative methods for rating student achievement. A promising alternative is portfolio-style assessment. Such a procedure provides an opportunity for students to personalize and reflect on the relevance of environmental-science learning objectives. Students are graded using a modified-holistic scoring technique that evaluates student-provided evidence of academic achievement from extended, authentic tasks. The use of portfolios emphasizes to the student that the integration of facts into broad concepts is the most important part of taking an environmental-science course.
TI - Strategies for Using and Grading Undergraduate Student Assessment Portfolios in an Environmental Geology Course
JF - Journal of Geological Education
DO - 10.5408/0022-1368-43.3.216
DA - 1995-05-01
UR - https://www.deepdyve.com/lp/taylor-francis/strategies-for-using-and-grading-undergraduate-student-assessment-BCCuGmmO6V
SP - 216
EP - 220
VL - 43
IS - 3
DP - DeepDyve
ER -