Scientific abilities rubrics developed at Rutgers University are an assessment and self-assessment tool. They consist of tables, each representing a broad scientific ability (for example, “to collect and analyze data”), the listing of subabilities (for example, “independent and dependent variables are identified”) and the criteria to assess to which degree the subability has been developed. We introduced scientific abilities rubrics to assess student work in the project laboratory, a project-based course where groups of students solve open-ended experimental physics problems. They submit a report in the form of a web page, which is evaluated and returned to the students with feedback on what needs to be improved. These iterations are repeated until the report is deemed acceptable. We present our experience with the rubrics, and the development of a new rubric for the web report. We show that the introduction of the rubrics reduced the workload of the graders, while increasing the quality of the reports. Based on these results we conclude that using scientific abilities rubrics is a very efficient way of assessing experimental project-based work. We also present an analysis of which abilities, assessed by the rubrics, appear to be the most difficult to develop.

中文翻译：

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自我评估规则的引入如何在项目实验室课程中帮助学生和老师

罗格斯大学开发的科学能力规范是一种评估和自我评估工具。它们由表格组成，每个表格代表广泛的科学能力（例如，“收集和分析数据”），子功能列表（例如，“确定独立变量和因变量”）以及评估评估的程度的标准。柔顺性已得到发展。我们引入了科学能力准则来评估项目实验室中的学生工作，这是一个基于项目的课程，学生们可以在其中解决开放式实验物理学问题。他们以网页的形式提交报告，该报告经过评估并返回给学生，并提供有关需要改进的反馈。重复这些迭代，直到该报告被认为是可接受的为止。我们将介绍我们的专栏经验，并为网络报告开发新的专栏。我们显示，引入专栏可减少评分员的工作量，同时提高报告的质量。根据这些结果，我们得出结论，使用科学能力标准是评估基于实验项目的工作的非常有效的方法。我们还提出了一项分析，即按规则评估哪些能力似乎是最难开发的。