Department of Nutrition and Food Sciences, College of Agriculture and Life Sciences, University of Vermont, Burlington, VT.
Center for Teaching and Learning, University of Vermont, Burlington, VT.
J Nutr Educ Behav. 2020 Apr;52(4):439-446. doi: 10.1016/j.jneb.2019.07.017. Epub 2019 Aug 30.
Assessing student learning is an integral component of teaching undergraduate dietetics students. Traditional grading can be cumbersome for instructors, encouraging extrinsic motivation for students and hindering clear understanding of whether students have met course learning outcomes. Specifications grading is a reimagined assessment paradigm that empowers both students and instructors to focus on achievement of learning objectives. This report examines the deployment of specifications grading in an undergraduate dietetics course, using qualitative methods to determine the impact on students' learning and experiences. Employing specifications grading may help dietetics educators foster self-regulation and mastery learning for students, as well as increase grading transparency.
评估学生的学习是本科营养学学生教学的一个组成部分。传统的评分方式对教师来说很繁琐，这鼓励了学生的外在动机，也阻碍了教师清楚地了解学生是否达到了课程学习目标。规格评分是一种重新构想的评估模式，它使学生和教师都能够专注于实现学习目标。本报告使用定性方法考察了规格评分在本科营养学课程中的应用，以确定其对学生学习和体验的影响。采用规格评分可能有助于营养学教育工作者培养学生的自我调节和掌握学习能力，并提高评分的透明度。
