הערכת למידה ותהליכי הערכה בקורסי מעבדה

מציגה: רות ספז
ארגון: עזריאלי המכללה להנדסה

For many decades, laboratory courses have been an integral and central part in any curriculum of students learning for science or engineering degrees. Laboratory courses can serve as a platform, which enables a unique kind of teaching and the development of various learning skills. During the years, laboratory courses' goals have changed dramatically and sophisticated and advanced experiments were introduced. However, little was done regarding the grading and learning process of the students in such courses. The final grade in a laboratory course is usually composed of three components: preparation, performance during the lab session and finally, reporting. The student' preparation and reporting parts consisting of a pre-lab quiz and a post-lab report can be easily evaluated by regular methods. However, the student' performance during the lab, which is an essential part (up to 70%) of the final grade, and the monitoring of the experimental work learning curve remained very difficult to assess. In order to enable the assessment of these two parameters, we have developed and used in the past years, rubric scores based evaluation mechanism, both for students and teachers, thus enabling an ethical and consistent formative assessment along with a self-evaluation process.