Models of classroom assessment for course-based research experiences
Authors: Hanauer David I. , Zhang Tong , Graham Mark J. , Adams Sandra D. , Ahumada-Santos Yesmi Patricia , Alvey Richard M. , Antunes Mauricio S. , Ayuk Mary A. , Elena Báez-Flores María , Bancroft Christa T. , Bates Tonya C. , Bechman Meghan J. , Behr Elizabeth , Beyer Andrea R. , Bortz Rebecca L. , Bowder Dane M. , Briggs Laura A. , Brown-Kennerly Victoria , Buckholt Michael A. , Bullock Sharon K. , Butela Kristen A. , Byrum Christine A. , Caruso Steven M. , Chia Catherine P. , Chong Rebecca A. , Chung Hui-Min , Clase Kari L. , Coleman Sean T. , Parks Collins D. , Conant Stephanie B. , Condon Brett M. , Connerly Pamela L. , Connors Bernadette J. , Cook-Easterwood Jennifer E. , Crump Katie E. , D’Elia Tom , Dennis Megan K. , DeVeaux Linda C. , Diacovich Lautaro , Duffy Iain , Edgington Nicholas P. , Edwards Dustin C. , Egwuatu Tenny O. G. , Eivazova Elvira R. , Fallest-Strobl Patricia C. , Fillman Christy L. , Findley Ann M. , Fisher Emily , Fisher Matthew R. , Fogarty Marie P. , Freise Amanda C. , Frost Victoria J. , Gainey Maria D. , Garcia Costas Amaya M. , Garza Atenea A. , Gavin Hannah E. , Ghittoni Raffaella , Gibb Bryan , Golebiewska Urszula P. , Grinath Anna S. , Gurney Susan M. R. , Hare Rebekah F. , Heninger Steven G. , Hinz John M. , Hughes Lee E. , Jayachandran Pradeepa , Johnson Kristen C. , Johnson Allison A. , Kanther Michelle , Kenna Margaret , Kirkpatrick Bridgette L. , Klyczek Karen K. , Kohl Kathryn P. , Kuchka Michael , LaPeruta Amber J. , Lee-Soety Julia Y. , Lewis Lynn O. , Lindberg Heather M. , Madden Jaclyn A. , Markov Sergei A. , Mastropaolo Matthew D. , Mathur Vinayak , McClory Sean P. , Merkhofer Evan C. , Merkle Julie A. , Michael Scott F. , Mitchell Jon C. , Molloy Sally D. , Monti Denise L. , Mussi María Alejandra , Nance Holly , Nieto-Fernandez Fernando E. , Nissen Jillian C. , Nsa Imade Y. , O’Donnell Mary G. , Page Shallee T. , Panagakis Andrea , Parra-Unda Jesús Ricardo , Pelletier Tara A. , Perez Morales Tiara G. , Peters Nick T. , Phuntumart Vipaporn , Pollenz Richard S. , Preuss Mary L. , Puthoff David P. , Raifu Muideen K. , Reyna Nathan S. , Rinehart Claire A. , Rocheleau Jessica M. , Rossier Ombeline , Rudner Adam D. , Rueschhoff Elizabeth E. , Ryan Amy , Saha Sanghamitra , Shaffer Christopher D. , Smith Mary Ann V. , Sprenkle Amy B. , Strong Christy L. , Sunnen C. Nicole , Tarbox Brian P. , Temple Louise , Thoemke Kara R. , Thomas Michael A. , Tobiason Deborah M. , Tolsma Sara S. , Garcia Julie Torruellas , Valentine Megan S. , Vazquez Edwin , Ward Robert E. , Ward Catherine M. , Ware Vassie C. , Warner Marcie H. , Washington Jacqueline M. , Westholm Daniel E. , Wheaton Keith A. , Wilkes Beth M. , Williams Elizabeth C. , Biederman William H. , Cresawn Steven G. , Heller Danielle M. , Jacobs-Sera Deborah , Hatfull Graham F. , Asai David J. , Sivanathan Viknesh 
Published: November 2023

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.