Evidence for Learning Using the Transformative Gradebook
Introduction
Previously we reported on a new concept for a grade book, a tool that had potential to help students, faculty and academic programs learn from the assignment grading process. http://wsuctlt.wordpress.com/2008/08/12/learning-from-the-transformative-grade-book/
Experimental Course Description
That work was hypotherical. During Fall 2008 semester we worked with a design-based university course in a pilot implementation of these ideas. This class had 85 students divided into 14 teams. The teams collaborated on semester-long design problem. At mid-semester and end of semester the students presented their work in an electronic poster that was assessed by 4 groups: self, peers, faculty (of record and in the program) and industry experts. Each rating was done using a rubric with 5 dimensions: communication……. The data were collected with an online survey that displayed the rubric and collected open ended text comments. The survey also gathered the following additional data from each rater.