Dissertations and Theses @ UNI

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Open Access Thesis

Abstract

This qualitative study examines how high school science teachers in an eastern Iowa high school utilize rubrics to assess students’ claims, evidence, and reasoning (CER) in the science classroom. The research investigates the methodology teachers employ in assessing student proficiency using their own rubrics they have created. Data were collected through think-aloud interviews with participating teachers as they evaluated and scored CER examples. Analysis of interview data involved inductive coding to identify common themes and categories, shedding light on teacher’s scoring practices, rubric construction, and perceptions of student proficiency and rubric validity.

Findings reveal that teachers often weigh evidence and reasoning sections more heavily than claims in their rubrics and vary in the level of detail provided in rubric categories. Despite these differences, teachers use rubrics as checklists to assess student understanding and identify areas of misconception. They perceive rubrics as valuable tools for fostering consistency in grading and facilitating communication of expectations between teachers and students. While some advocate for detailed rubrics to guide student learning, others caution against excessive specificity, arguing that it can lead to inconsistencies in grading.

Overall, this study shows the significance of rubrics in assessing CER in the science classroom, emphasizing their role in clarifying expectations, promoting consistency in grading and utilized to test levels of proficiency. By understanding teachers’ practices and perspectives regarding rubric use, educators can enhance their assessment strategies and promote student learning in science education.

Year of Submission

2024

Degree Name

Master of Arts

Department

Science Education Program

First Advisor

Dawn Del Carlo

Date Original

5-2024

Object Description

1 PDF (vii, 48 pages)

Language

en

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