Using rubrics to write and assess POGIL activities

CHED 170

Christopher F. Bauer, cfb@cisunix.unh.edu, Department of Chemistry, University of New Hampshire, Parsons Hall, Durham, NH 03824, Renee Cole, Department of Biochemistry, Chemistry and Physics, University of Central Missouri, Warrensburg, MO 64093, and Karen Anderson, Department of Chemistry, Madison Area Technical College, Madison, WI 53704.
Many instructors are interested in writing Process Oriented Guided Inquiry Learning (POGIL) activities to support student learning. The process of developing quality POGIL materials requires several iterations to achieve an optimal product. A structured assessment of activities not only provides important information for the improvement of a particular item, but also provides insight into the process of developing new items. A set of rubrics has been developed to aid in the creation and review of POGIL activities. The screening rubric provides a quick assessment of the basic structure of the activity, while the quality indicator rubric provides a more in-depth analysis. In addition to simply providing feedback to authors, the rubrics have provided an opportunity for a group of reviewers to negotiate the meaning of different components of the rubric in developing consensus reviews. Our experiences using the rubrics to facilitate writing and review of materials will be described.
 

POGIL: Process Oriented Guided Inquiry Learning
8:30 AM-11:45 AM, Monday, April 7, 2008 Hilton New Orleans Riverside -- Magnolia, Oral

Division of Chemical Education

The 235th ACS National Meeting, New Orleans, LA, April 6-10, 2008