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Barbara M. Moskal
Researcher at Colorado School of Mines
Publications - 78
Citations - 2947
Barbara M. Moskal is an academic researcher from Colorado School of Mines. The author has contributed to research in topics: Outreach & Curriculum. The author has an hindex of 19, co-authored 77 publications receiving 2813 citations.
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Journal ArticleDOI
Scoring Rubric Development: Validity and Reliability.
Barbara M. Moskal,Jon A. Leydens +1 more
TL;DR: In this paper, the authors provide clear definitions of the terms "validity" and "reliability" and illustrate these definitions through examples, and clarify how these issues may be addressed in the development of scoring rubrics.
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Scoring Rubrics: What, When and How?
TL;DR: The different types of scoring rubrics are described to explain why they are useful, provide a process for developing them and describe resources that contain examples of the different types.
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The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently
Gary Lee Downey,Juan C. Lucena,Barbara M. Moskal,Rosamond Parkhurst,Thomas Bigley,Chris Hays,Brent K. Jesiek,Liam Kelly,Jonson Miller,Sharon Ruff,Jane L. Lehr,Amy Nichols-Belo +11 more
TL;DR: In this paper, the authors propose an approach to conceptualizing the global competency of engineers, which is defined as "learning to work effectively with people who define problems differently" and three learning outcomes whose achievement can help engineering students fulfill that criterion, and use the criterion to establish a typology of established methods to support global learning for engineering students.
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Assessment in Engineering Education: Evolution, Approaches and Future Collaborations
TL;DR: A review of recent developments in the assessment of engineering education and the events that have inspired change can be found in this article, where the authors highlight examples of sound and rigorous assessments in engineering education.
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Evaluating the effectiveness of a new instructional approach
TL;DR: The results of this research suggest that the newly developed course and curriculum materials did improve students' performance and retention in computer science and their attitudes towards computer science.