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Self-Grading for Formative Assessment in Problem-Based Learning.
Abstract
Experience indicates that a major impediment to writing intensive strategies such as problem-based learning is the excessive time one must spend in formative assessment activities. A technique employed to be more efficient in formative assessment of critical thinking in problem-based learning can significantly decrease the time and work demand on the instructor, while providing timely and authentic feedback to the learner. The technique, described here for mathematics instruction, can be modified for other disciplines.
Why formative assessment?
As educators we continually ask ourselves
* How do we know our students are learning?
* How do we know they are thinking critically?
* How can we follow their patterns of thought?
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