Faculty Advisor

Gobert, Janice D.

Abstract

A content-based rubric was designed to score students' data from an experimental middle-school plate boundaries unit which integrates technology-based learning and an inquiry-based framework. Data from one class was scored as were two "think-aloud" protocols. The rubric and scoring were designed to assess the success of the unit at promoting the development of inquiry skills and to identify the parts of the curriculum which need improvement.

Publisher

Worcester Polytechnic Institute

Date Accepted

January 2007

Project Type

Interactive Qualifying Project

Accessibility

Restricted-WPI community only

Advisor Department

Social Science and Policy Studies

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