Relevant bibliographies by topics / Rubric

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Academic literature on the topic 'Rubric'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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Journal articles on the topic "Rubric"

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Nur, Tadjuddin. "CAMPUR KODE DAN ALIH KODE PADA RUBRIK “ NAH INI DIA” DALAM HARIAN POS KOTA." Pujangga 5, no. 1 (January 11, 2020): 36. http://dx.doi.org/10.47313/pujangga.v5i1.730.

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<p>ABSTRAK<br />Peneltian ini merupakan penelitian deskriftif kualitatif yang mengkaji fenomena kebahasaan dengan pendekatan sosiolingistik. Tujuan penelitian ini adalah: (1) mendeskripsikan bentuk capur kode pada rubrik ― Nah Ini Dia‖ harian Poskota; (2) mendeskripsikan bentuk alih kode pada rubrik ― Nah Ini Dia‖ harian Poskota; (3) mengidentifikasi fungsi penggunaan campur kode dan alih kode pada rubrik ―Nah Ini Dia‖ harian Poskota. Sampel yang diambil dalam penelitian ini adalah wacana pada rubrik ―Nah Ini Dia‖ harian Poskota Edisi April 2019. Sumber data berasal dari dokumen dan informan. Hasil penelitian ini adalah : bentuk campur kode pada rubrik ―Nah Ini Dia‖ harian Poskota terdiri atas (1) kata, (2) frase, (3) baster (4) reduplkasi, (5) Idiom dan (6) klausa. Bentuk alih kode pada rubrik ―Nah Ini Dia‖ harian Poskota terdiri atas Ragam bahasa formal beralih ke ragam bahasa santai. Sementara fungsi campur kode dan alih kode dari rubrik ―Nah Ini Dia‖ harian Poskota adalah: (1) untuk menciptakan suasana santai dan humoris, (2) untuk memberikan dakwah dan nasehat, (3) untuk memberikan pemahaman budaya, dan (4) untuk menyampaikan pesan politik.<br />Kata kunci: sosiolinguistik, bahasa, campur kode, alih kode, rubrik<br />ABSTRACT<br />This research is a qualitative descriptive study that examines linguistic phenomena with a sociolinguistic approach. This study aims at describing the type of code mixing in the rubrics "Nah Ini Dia" of Poskota daily, describing the type of code switching in the rubric "Nah Ini Dia" of Poskota daily, and identifying the function of code mixing and code switching uses in the rubric of "Nah Ini Dia" of Poskota daily. The sample taken in this study is the discourse in the rubric of "Nah Ini Dia" of Poskota daily, edition of April 2019. The sources of data come from documents and informants. The results of this study are the type of code mixing in the rubric of "Nah Ini Dia" Poskota daily consists of (1) words, (2) phrases, (3) baster (4) reduplication, (5) idioms and (6) clauses. The type of code switching in the "nah Ini Dia" rubrik of Poskota daily consists of a variety of formal languages switch to a variety of casual languages. While the function of code mixing and code switching uses from the rubric of "Nah Ini Dia" Poskota daily are creating a relaxed and humorous atmosphere, providing missionary and advice, providing cultural understanding, and delivering political messages.<br />Keywords: sociolinguistics, language, code mixing, code switching, rubrics</p>
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Arifah, Anisa Nurul, Cecep Suryana, and Khoiruddin Muchtar. "Ruang Disabilitas dalam Pemberitaan Media." Annaba: Jurnal Ilmu Jurnalistik 3, no. 3 (October 10, 2021): 1–22. http://dx.doi.org/10.15575/annaba.v3i3.2278.

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Penelitian ini bertujuan untuk mengetahui pandangan anggota Jurnalposmedia mengenai adanya rubrik difabel pada media online Tempo.co yang diidentifikasi dengan tiga aspek proses persepsi menurut Alex Sobur yaitu seleksi, interpretasi, dan reaksi. Penelitian ini menggunakan metode studi deskriptif, yakni memaparkan bagaimana persepsi anggota Jurnalposmedia mengenai adanya rubrik difabel pada media online Tempo.co. Paradigma dalam penelitian ini adalah paradigma konstruktivisme dengan pendekatan kualitatif. Hasil dari penelitian menunjukkan bahwa dari proses seleksi di mana para anggota Jurnalposmedia perlu memiliki pengetahuan atas informasi yang akan dibahas, angggota Jurnalposmedia juga mengetahui adanya rubrik difabel pada media online Tempo.co. Sementara itu, hasil dari interpretasi menyatakan bahwa rubrik difabel merupakan rubrik yang menarik sekaligus menjadi jalan bagi jurnalis dalam memberi kontribusi terhadap masyarakat. Reaksi yang dihasilkan adalah anggota Jurnalposmedia menyukai adanya rubrik difabel dan menjadikan rubrik difabel sebagai referensi dalam penulisan berita disabilitas. This research aims to understand how the views of Jurnalposmedia members regarding the diffable rubric in the online media Tempo.co who identified by looking at three aspects of the perception or view process by Alex Sobur, namely the selection, interpretation, and reaction. This research uses a descriptive study method, namely by explaining how the perception of the Jurnalposmedia members regarding the diffable rubric in the online media Tempo.co. The paradigm in this research is the constructivism paradigm with a qualitative approach. The results of the study indicate that from the selection process, Jurnalposmedia members that they are aware of the diffable rubric. Meanwhile the results of the interpretation stated that the diffable rubric was an interesting and educational rubric. The resulting reaction was that the informants liked the diffable rubric and made the diffable rubric a reference in writing disability news.
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Chowdhury, Faieza. "Application of Rubrics in the Classroom: A Vital Tool for Improvement in Assessment, Feedback and Learning." International Education Studies 12, no. 1 (December 28, 2018): 61. http://dx.doi.org/10.5539/ies.v12n1p61.

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Teaching is filled with spirited debate about the best practices for improving students&#39; learning and performance. Today, educators from different parts of the world are supporting the use of rubrics as an instructional tool and highlighting the enormous contributions that rubrics can make in the teaching-learning paradigm. A rubric is a useful grading tool which can help instructors to grade students&#39; work in a more consistent, reliable and unbiased manner. A well-designed rubric can help students to identify their strengths and weaknesses and be more objective about their own quality of work. Although some studies have examined the benefits of rubrics on student performance levels; nevertheless, research on rubrics is still at an early stage. In this paper we will explore what a rubric is, the different types of rubrics that can be utilized in the classroom and the process of constructing a rubric. We will also discuss how the application of rubrics in teaching can help educators to improve student learning and provide more effective feedback on student performance.
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Anderson, Joseph S., and Lawrence C. Mohrweis. "Using Rubrics To Assess Accounting Students Writing, Oral Presentations, And Ethics Skills." American Journal of Business Education (AJBE) 1, no. 2 (December 1, 2008): 85–94. http://dx.doi.org/10.19030/ajbe.v1i2.4627.

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This paper presents examples of rubrics that can be used in the assessment of the acquisition of generic skills in accounting education. A rubric is a matrix containing the various factors of an assignment along one dimension (rows) and descriptors of the qualitative levels of accomplishment along the other dimension (columns). A rubric can facilitate the grading of assignments and help students improve their generic skills. Examples of rubrics are presented that educators may find beneficial to enhance the generic skills of their students. This paper illustrates five different rubrics and provides an in-depth discussion on how the ethics rubric was used to assess students learning.
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Suwarno, Suwarno, and Candra Aeni. "PENTINGNYA RUBRIK PENILAIAN DALAM PENGUKURAN KEJUJURAN PESERTA DIDIK." Edukasi: Jurnal Pendidikan 19, no. 1 (May 21, 2021): 161. http://dx.doi.org/10.31571/edukasi.v19i1.2364.

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<p><strong>Abstrak</strong></p><p>Pengembangan Kurikulum 2013 berbasis kompetensi diharapkan dapat meningkatkan kualitas peserta didik. Penilaian bertujuan untuk menilai perilaku peserta didik di dalam maupun di luar pembelajaran. Tujuan penulisan artikel untuk menguraikan pentingnya rubrik penilaian dalam pengukuran kejujuran peserta didik di SMA. Apabila efektivitas pengajaran kejujuran dapat dilakukan, maka akan menjadi landasan yang kuat untuk bangsa. Kejujuran merupakan salah satu sikap sosial. Penilaian kejujuran dapat dilakukan menggunakan observasi, penilaian diri, penilaian teman sejawat, serta jurnal. Instrumen yang digunakan pada jurnal berupa catatan pendidik. Sedangkan untuk observasi, penilaian diri, dan penilaian antarpeserta didik menggunakan instrumen berupa daftar cek atau skala penilaian yang disertai rubrik. Rubrik adalah alat penilaian yang memiliki deskripsi kinerja yang diharapkan setiap kriteria untuk mencapai nilai tertentu. Rubrik bisa analitik, holistik maupun keduanya yang dikombinasikan. Rubrik bermanfaat bagi peserta didik dan juga pendidik.</p><p> </p><p><strong><em>Abstract</em></strong></p><p><em>Competency-based 2013 curriculum development hopes to improve the quality of students, The assessment aims to assess the behavior of students inside and outside of learning. The purpose of this article was to describe the importance of assessment rubrics in measuring the honesty of students in high school. If the effectiveness of teaching honesty can be carried out, it will create a strong foundation for the nation. Honesty is a social attitude. Assessment of honesty can be done using observation, self-assessment, peer assessment, and journals. The instrument used in the journal was in the form of educator notes. As for observation, self-assessment, and assessment among students using instruments in the form of a checklist or rating scale accompanied by a rubric. A rubric is an assessment tool that has a description of the expected performance of each criterion to achieve a certain value. Rubrics can be analytical, holistic, or both. A rubric is useful for students and educators.</em></p>
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Alaamer, Reem Aamer. "A Theoretical Review on the Need to Use Standardized Oral Assessment Rubrics for ESL Learners in Saudi Arabia." English Language Teaching 14, no. 11 (November 1, 2021): 144. http://dx.doi.org/10.5539/elt.v14n11p144.

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There is a growing need for standardized oral assessment rubrics in learning institutions. This is linked to the growing number of ESL learners not only in Saudi Arabia but other parts of the world. To assess the need to use standardized oral assessment rubrics, this particular study explores various peer reviewed articles that support the use of standardized rubrics while assessing oral skills among ESL learners in Saudi Arabia. Standardized rubrics give students a reference point in regards to what is expected while learning oral skills. As a result, students are able to work towards improving their skills to meet the standards of the rubric. Various scholars have given different definitions for the term rubric. In all the definitions, grading criteria is a common feature. Some experts have stated that, modern rubrics should go beyond grading to guiding students in understanding their expectations in oral tests. When developing standardized rubrics, teachers should ensure that the rubrics meet the required validity and reliability to assist ESL learners in meeting their goals. Literature shows that there is a gap in the current oral assessment rubrics in Saudi Arabia, and it requires a prompt review. Therefore, developing a standardized rubric should take a multidisciplinary approach. Scholars and experts teaching ESL students must be consulted to ensure all important factors are considered and incorporated in the standardized rubric.&nbsp;
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Luctkar-Flude, Marian, Deborah Tregunno, Kim Sears, Cheryl Pulling, Kayla Lee, and Rylan Egan. "Reliability and validity of scenario-specific versus generic simulation assessment rubrics." Journal of Nursing Education and Practice 10, no. 8 (May 18, 2020): 74. http://dx.doi.org/10.5430/jnep.v10n8p74.

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Background: This study assessed reliability and validity of scenario-specific and generic simulation assessment rubrics used in two different deteriorating patient simulations, and explored learner and instructor preferences.Methods: Learner performance was rated independently by three instructors using two rubrics.Results: A convenience sample of 29 nursing students was recruited. Inter-rater reliability was similar but slightly higher for the generic rubric than the scenario-specific learning outcomes assessment rubric (ICC = .759 vs .748 and IRR = .693 vs .641) for two different scenarios. Most students found the scenario-specific rubric more helpful to their learning (59%), and easier to use (52%). Instructors (3/3) found the scenario-specific rubric more helpful to guide debriefing.Conclusions: Scenario-specific rubrics may be more valuable for learners to help them identify their own knowledge and performance gaps and assist them in their preparation for simulation. Additionally, scenario-specific rubrics provide direction for both learners and instructors during debriefing sessions.
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He, Xiaohua, and Anne Canty. "Empowering Student Learning Through Rubric-Referenced Self-Assessment*." Journal of Chiropractic Education 26, no. 1 (April 1, 2012): 24–31. http://dx.doi.org/10.7899/1042-5055-26.1.24.

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Purpose: The purpose of this study was to investigate the effect of rubric-referenced self-assessment on performance of anatomy assignments in a group of chiropractic students. Methods: Participants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, however, was also asked to perform rubric-referenced self-assessment of their assignments during their second draft. Although the comparison group was also provided with the identical rubrics for the assignments, the students in this group did not perform rubric-referenced self-assessment. Results: The results revealed that the students in the treatment group who used a rubric-referenced self-assessment learning tool received statistically significant higher scores than the comparison group, who did not use this rubric-referenced self-assessment tool. Conclusion: This study suggests that practicing rubric-referenced self-assessment enhances student performance on assignments. However, educators continue to face the challenge of developing practical and useful rubric tools for student self-assessment.
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Sibeko, Johannes. "An evaluation of the assessment of creative writing essays in the Further Education and Training band." Journal for Language Teaching 54, no. 1 (March 3, 2021): 151–73. http://dx.doi.org/10.4314/jlt.v54i1.3.

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The current process of assessing creative writing essays (using the correction code and the rubric to mark the pre-final and final drafts of essays in the Further Education and Training band) does not provide useful feedback that learners can use to improve their creative essay writing skills. This discursive paper highlights the basic flaws of the process. Amongst others, is the issue of the holistic nature of the rubric feedback presented to learners on their essays, the generic essence of the rubric in assessing different essay types as though they are similar and the divergent focus of the rubric feedback on the macro-scale issues from the focus of the correction code on micro-scale essay features. The argument here is that the different foci of the two assessment tools leave learners with uncertainty on what they need to improve in their writing, thus impairing the whole process of assessment. This study recommends, inter alia, an inclusion of rubric feedback in pre-final drafts and the expansion of rubric feedback presented to learners. Keywords: Assessment; Further Education and Training; Holistic rubrics; Analytic rubrics; Correction Codes; CAPS; Creative writing essays
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Jonan, Yunita Rochmawati. "Pengembangan Rubrik Penskoran pada Asesmen Otentik untuk Materi Volume dan Luas Balok." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 4, no. 2 (July 16, 2020): 275. http://dx.doi.org/10.31331/medivesveteran.v4i2.1174.

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ABSTRAK Tujuan penelitian pengembangan ini adalah menghasilkan sebuah rubrik penskoran pada asesmen otentikuntuk materi volume dan luas balok yang dapat digunakan oleh guru dan siswa. Rubrik ini dibuat sesuai dengan standar penilaian dalam kurikulum 2013. Penelitian pengembangan (R&D) ini menggunakan model Borg and Gall yang terdiri dari lima tahap yaitu penelitian dan pengumpulan data awal, perencanaan, pengembangan format produk, uji coba skala kecil, revisi akhir dan penyempurnaan produk. Hasil penelitian pengembangan ini berupa rubrik penyekoran holistik dan analitik dengan nilai sangat valid sebesar 94%. Analisis dari penelitian ini adalah angket kebutuhan bagi guru dan siswa sedangkan uji coba dilakukan melalui perorangan, kelompok kecil dan kelompok besar. Sedangkan kelayakan rubrik penskoran dari penilaian oleh ahli dengan menggunakan angket uji validitas materi, hasil belajar siswa, respon siswa serta tanggapan guru pengajar. Hasil penelitian ini menunjukkan bahwa rubrik penskoran ini efektif dalam membantu memperbaiki hasil ulangan dan cukup praktis serta dapat dipergunakan untuk memberikan penilaian hasil belajar yang sesuai dengan kurikulum 2013. Kata kunci: rubrik, penskoran, asesmen otentik. ABSTRACT The purpose of this development research is to produce a scoring rubric on an authenticity assessment for the volume and area materials that can be used by teachers and students. The rubric is made in based on the assessment standards in the 2013 curriculum. This development research (R&D) uses the Borg and Gall model consisting of five stages of preliminary data research and collection, planning, product format development, small-scale trials, final revisions and product enhancements. The results of this development research include holistic and analytic scoring rubric with a very valid score of 94%. The rubric is analyzed fromquestionnaire for teachers and students, while trials are conducted through individuals, small groups and large groups. The feasibility of the scoring rubric from assessment by members by using the material validity test questionnaire, student learning results, student response and teacher responses. The results of this study show that the scoring rubric is effective in helping to improve the test results and is practical and can be used to provide assessment of learning outcomes in accordance with the 2013 curriculum. Keywords: rubric, scoring, authentic assessment.
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Dissertations / Theses on the topic "Rubric"

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Halford, Sharon L. "Rubric goes to work, an action research study using rubrics with an intact team in conflict." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60227.pdf.

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Oakleaf, Megan J. Tibbo Helen R. "Assessing information literacy skills a Rubric approach /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,182.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Information and Library Science." Discipline: Information and Library Science; Department/School: Information and Library Science, School of.
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De, La Fuente Frederick G. "A Rubric for Electrochemical Testing of Metallic Biomaterials." DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1286.

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Corrosion is a major factor for the failure of metallic medical implants. Testing a metal’s suseptability to corrosion prior to implantation is key to a successful implantation. Electrochemical processes were used in this study to evaluate the characteristics of corrosion of both AISI 316 stainless steel and titanium alloy Ti6Al4V, welded and non-welded. Linear, potentiodynamic, and cyclic polarization curves were produced by the PARC 2273 potentiostat showing the corrosion tendencies of the metals in four unique solutions 3.5% NaCl, 0.35% NaCl, phosphate buffered saline solution (PBS), and Butterfield phosphate buffered solution (BPS). The concentration of chloride ions in solutions affected the passivation current (Ipassive) and the passivation range of both AISI 316 and Ti6Al4V. In general, larger concentrations of the chloride ions increased the passivation current and decreased the passivation range. Both AISI 316 and Ti6Al4V exhibited passive behavior. Ti6Al4V proved to be the more corrosion resistant metal in the test solutions, showing the ability to repassivate and resist pitting.
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Jankauskas, Benas. "Mikalojaus Daukšos Postilės marginalijos." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120620_100159-34748.

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Marginalijos – vienas įdomiausių knygos elementų tiek M. Daukšos Postilėje, tiek ir visose kitose senosiose knygose visame pasaulyje. Šiuo metu jų tyrimams skiriama vis daugiau dėmesio. Bakalauro darbe aptariamos marginalijų klasifikavimo galimybės, tyrimo istorija ir raida, tyrimo kryptys siejant teorinę medžiagą su darbo šaltiniu. Kadangi marginalijos Lietuvoje dar tik pradedamos tirti, darbas iš dalies skirtas supažindinimui su šiuo knygos elementu. Darbe analizuojamos Postilės pirmosios dalies marginalijos, skirstomos į tris pagrindines grupes: glosas, rubrikas ir scholijas. Pagal specialiai susidarytą marginalijų klasifikaciją šios grupės dar skirstomos į pogrupius pagal atliekamas funkcijas. Atlikus tyrimą, daroma išvada, kad marginalijos Daukšos Postilėje dažniausiai atlieka pagalbinę funkciją – nurodo, kas pasakojama tam tikroje pastraipoje, paaiškina kitos kalbos, neaiškios tarmės žodį, informuoja, iš kurio šaltinio yra cituojama. Kita marginalijų paskirtis – tai galimybė Postilės vertėjui M. Daukšai knygos paraštėse parodyti skaitytojui lietuvių kalbos grožį, jos žodyno turtingumą. Darbo priede pateikiama 120 įdomiausių marginalijų – glosų – pavyzdžių, kuriuose matomas tiesioginis ryšys su pagrindiniu tekstu.
Marginalia are one of the most interesting elements of the book not only in Postilla by Mikalojus Daukša, but also in books worldwide. Currently, researches based on marginalija attract even more attention. Research of the final work contains theory of classification and development of similar researches. As this work is fresh in Lithuania, the goal of introducing marginalia should be considered too. Analyzed marginalia are divided into three main groups: glosses, rubrics and scholias. By special classification of marginalia of this book, groups are divided into subgroups. Analysis shows that marginalia in Postilla by M. Daukša help reader to understand the text easily. Other function of marginalia of this book is that the author can show the beauty and riches of his language. In the appendix of the work there are 120 most interesting examples of glosses, where the relation between text and marginalia is shown.
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Burrows, Timothy. "A Preliminary Rubric Design to Evaluate Mixed Methods Research." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19324.

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With the increase in frequency of the use of mixed methods, both in research publications and in externally funded grants there are increasing calls for a set of standards to assess the quality of mixed methods research. The purpose of this mixed methods study was to conduct a multi-phase analysis to create a preliminary rubric to evaluate mixed methods research articles. This study included four research questions:
1. What are the common evaluation criteria found in the contemporary methodological literature pertaining to the design of mixed methods research?
2. What evaluation criteria do experts in the field of mixed methods research perceive as the most important when distinguishing top-quality research in mixed methods?
3. What differences are there in the outcome of the rubric for evaluating mixed methods research identified from the literature compared to those advocated most uniformly by a panel of mixed methods research experts?
4. What are disciplinary differences between the use of mixed methods and views about evaluating it, including the role of paradigms in mixed methods research?
    In the first phase of this multi-phase mixed methods study I used an inductive qualitative process to identify the quality criteria endorsed by 12 methodologists with a long-term involvement in mixed methods research. In the second phase of this study I conducted a quantitative analysis to pilot test a set of criteria identified in the qualitative phases. The sample for both phases of this study was comprised of the same eight males  
and four females from multiple nationalities. Respondents to the on-line survey rated all 14 items as being important, with 11 of the 14 items being rated as very important or higher.
    When considered together, findings from the two phases of this study provide a interesting view of attitudes about the use and application of quality standards to the mixed methods literature. While there was agreement about what elements were important to evaluate, there was not an agreement about the idea that one set of standards could be applied to all mixed methods studies.

Ph. D.
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Whitson, Robert Henry. "The interpretive spiral: an analytical rubric for videogame interpretation." Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44698.

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In this work, I propose an analytical rubric called the Interpretive Spiral designed to examine the process through which players create meaning in videogames, by examining their composition in three categories, across four levels of interaction. The most familiar of the categories I propose is the Mechanical, which refers to the rules, logic, software and hardware that composes the core of videogames. My second category, which I call the Thematic, is a combination of Arsenault and Perron's Narrative Spiral of gameplay, proposed in their Magic Cycle of Gameplay model (accounting for embedded text, videos, dialog and voiceovers) and Jason Begy's audio-visual level of his Tripartite Model of gameplay (accounting for graphics, sound effects, music and icons), though it also accounts for oft-neglected features such as interface and menu design. The third category, the Affective, refers to the emotional response and metaphorical parallels inspired by the combination of the other two levels. The first level of interaction I explore actually precedes gameplay, as it is common for players to begin interpreting games before playing them, and is called the Pre-Play Level of interpretation. Next I examine the Fundamental Level of interpretation, which entails the learning phase of gameplay. The Secondary Level of gameplay is the longest level of play and describes the shift from learning the game to informed, self-conscious play. The Third and final, elective level of interpretation, is where the player forms connections between his gameplay experience, and other concepts and experiences that exist outside of the game artifact. To put my model through its paces, I apply the model in its entirety to three influential and critically acclaimed videogames, and in part to several other titles.
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Jones, Jennifer Marie. "Evaluating Intentionality| A Psychometric Rubric for Statements of Purpose." Thesis, Grand Canyon University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587568.

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Nearly one-half of doctoral students will never finish their program of study. This statistic is alarming. There is a need for an additional method to assess applicants, aside from prior academic success, in order to best identify those that will not only perform well in courses, but also have the psychosocial skills to persist to degree attainment. The purpose of this study was to evaluate an intentionality rubric which was found to have evidence of initial construct validity. Intentionality is a multivariate construct comprised of five domains: motivation, beliefs, goal-setting, goal-seeking, and self-efficacy. Such domains have been found to be important for pursuit of long-term goals. Doctoral students require high intentionality as there is not only coursework to complete, but dissertation research as well. Students need both the academic potential to complete the coursework and intentionality to maintain the journey. Doctoral students and faculty from a university in the Southwest participated in this study. With the rubric evaluated, tests were done of prompts to confirm that intentionality could be elicited in writing samples. The study found evidence of initial construct validity and confirmed that intentionality could be elicited from prompts. A recommendation for incorporating intentionality writing and evaluation into curriculum was offered with suggestions that additional research be conducted on the relationship between intentionality and success.

Key Words: Intentionality; attrition, university admission, goal setting; goal seeking, statement of purpose, self-efficacy, purpose, projective writing, psychosocial evaluation

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Rountree, Kimberly Marie. "Evaluating WebQuests and the needs of a WebQuest rubric." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2835.

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Investigates how teachers evaluate WebQuests in an effort to describe and identify a common, generalizable rubric that new users of WebQuests could use. The investigation included how often the teachers who were surveyed used WebQuests in the classroom, and what these teachers used to evaluate WebQuests. Examines whether teachers are using rubrics they had created themselves, or WebQuest rubrics that are provided for them.
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McKenzie, Andrew. "Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699912/.

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This mixed-methods study examined the extent to which teacher performance and student performance measures correlated, and to understand which specific practices of mathematics teachers in Grades 3-5 related to student performance. Research was conducted at five elementary schools in a large, urban north Texas school district. Data sources included component scores and recorded evidence from observation rubrics, interviews with campus administrators, and value-added modeling (VAM) student growth scores. Findings indicated a modest relationship between teacher performance levels and student performance levels. Lack of access to individual teacher VAM data, per district policy, might have impacted the strength of the relationship. Interviews with administrators and an examination of the evidence cited in the observation rubrics identified specific practices associated with highly rated mathematics teaching. Differences in administrators’ experience levels with both mathematics instruction and the observation instrument might have influenced rubric scores and the level of specificity shown in evidence statements.
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Lebrun, Nathalie. "Drawing assessment protocol for adults with aphasia: a rubric for scoring." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6823.

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The purpose of this study was to determine if a scoring rubric developed by the investigator could differentiate scores on the Drawing Assessment Protocol (DAP) (Alarcon, 2007) for persons with aphasia and for persons with no history of the specific language disorder. From these scores, the study also sought to explore whether adults with aphasia perform differently on the DAP compared to adults with no history of acquired brain injury. Additionally, the study was designed to investigate possible performance correlations between how adults with aphasia perform on DAP and to the drawing section of the Western Aphasia Battery-Revised (WAB-R) (Kertesz, 2006). Eight dyads containing six adults with aphasia and their communication partners as well as two dyads with no history of aphasia participated in the study. The two dyads with no history of aphasia were age and gender matched with two dyads in the aphasia group. The investigator obtained data from the administration of the drawing section of the WAB-R and DAP. The investigator rated the DAP drawings on the following measures: clarity, completeness, recognizability, and willingness to draw based the scoring rubric designed for this study. Scoring differentiation trends between the aphasia group and typical group indicated that the suggested rubric may be a beneficial scoring tool for the DAP. Parallels in scores between the WAB-R and DAP further supports this indication. Findings from this study warrant the use of the DAP and rubric with a larger pool of participants with aphasia in both research and clinical settings. Revisions to the recognizability measure should be made to help further differentiate scores along that measure.
Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders
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Books on the topic "Rubric"

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McGowan, K. A. Rubric. Columbus, Ohio: Pudding House Publications, 2004.

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Rubric nation: Critical inquiries on the impact of rubrics in education. Charlotte, NC: Information Age Publishing, 2015.

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White, Peter. Millie Chen: Hungry ghost rubric. Oakville, Ont: Oakville Galleries, 1997.

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Mesopotamian ritual-prayers of "hand-lifting" (Akkadian Šuillas): An investigation of function in light of the idiomatic meaning of the rubric. Münster: Ugarit-Verlag, 2012.

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1962-, Elder Linda, ed. A guide for educators to critical thinking competency standards: Standards, principles, performance indicators, and outcomes with a critical thinking master rubric. Dillon, Calif: Foundation for Critical Thinking, 2005.

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Tan, Kelvin Heng Kiat. Assessment Rubrics Decoded. Abingdon, Oxon ; New York : Routledge, 2020. | Series: Assessment in schools: principles in practice: Routledge, 2020. http://dx.doi.org/10.4324/9780429022081.

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Jan, Chappuis, ed. Creating & recognizing quality rubrics. Portland, Ore: Educational Testing Service, 2006.

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Stuhlman, Byron D. Prayer book rubrics expanded. New York: Church Hymnal Corp., 1987.

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Gd, S. Mara. Misteri rubrik kontak hati. Jakarta: Gramedia Pustaka Utama, 2007.

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Gutenberg Rubric. Elder Road LLC, 2011.

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Book chapters on the topic "Rubric"

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Suskie, Linda. "Rubric Development." In Handbook on Measurement, Assessment, and Evaluation in Higher Education, 545–59. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315709307-43.

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Mofield, Emily, and Tamra Stambaugh. "Posttest Rubric." In I, Me, You, We, 158. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235620-21.

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Perrault, Charles. "Pretest Rubric." In Encounters With Archetypes, 16–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234890-2.

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Mofield, Emily, and Tamra Stambaugh. "Pretest Rubric." In I, Me, You, We, 16. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235620-3.

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Stambaugh, Tamra, Eric Fecht, and Emily Mofield. "Pretest Rubric." In Interactions in Ecology and Literature, 17. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235828-3.

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Stambaugh, Tamra, Eric Fecht, and Emily Mofield. "Posttest Rubric." In Interactions in Ecology and Literature, 182. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235828-42.

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Perrault, Charles. "Pretest Rubric." In Encounters With Archetypes, 21. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234890-3.

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Stambaugh, Tamra, Eric Fecht, and Kevin Finn. "Pretest Rubric." In Transformations in Stories and Arguments, 19. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239246-3.

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Sandburg, Carl. "Pretest Rubric." In Space, Structure, and Story, 19–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238102-3.

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Gwee, June. "The Editor’s Rubric." In The Case Writer’s Toolkit, 191–95. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7173-7_8.

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Conference papers on the topic "Rubric"

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A. Nkhoma, Clara, Mathews Nkhoma, Susan Thomas, and Nha Quoc Le. "The Role of Rubrics in Learning and Implementation of Authentic Assessment: A Literature Review." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4606.

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Aim/Purpose: This study will review the existing literature on the advantages and challenges associated with rubric design and implementation. The role of rubric as an authentic assessment instrument will also be discussed. Background: This study provides an overall understanding of ‘rubric design, the benefits and challenges of using rubrics, which will be useful for both practitioners and researchers alike. Methodology: A comprehensive literature review was carried out on rubric, educational assessment, authentic assessment and other related topics. Contribution: Different types of rubrics and essential elements to create a complete rubric for classroom effectiveness are reviewed from literature to aid researchers, students and teachers who are new to using and designing rubrics. For experienced rubric designers and users, this will be an opportunity for them to get reassurance from the literature regarding good practices of rubric usage. This project will also be of use to researchers working on rubrics. Findings: A rubric is not only an assessment tool useful for students in high-stakes exam but also an educational instrument supporting learners to select appropriate learning approaches, assisting teachers to design effective instruction strategies, and improve reliability and validity of assessment. Novice learners should begin with generic rubrics due to their simplicity. Meanwhile, a task-specific rubric is more useful to improve reliability and validity of large-scale assessment. Holistic rubrics are appropriate for assessment of learning and analytic rubrics are almost indispensable in student-centred classroom and assessment for learning. Recommendations for Practitioners: A rubric as an authentic assessment instrument is useful to enhance the reliability of authentic assessment. Moreover, other empirical results indicate that rubrics play an importance role in authentic assessment regardless of levels or disciplines. Recommendations for Researchers: Those carrying out research on rubrics, rubric design and authentic assessment will find this paper useful as a point of reference to inform their research. Impact on Society: The findings apply to both learners and instructors in terms of analyzing best practices when using rubrics. The paper highlights that there are three main factors that determine the effectiveness of a rubric in improving students’ performance: namely, the users’ perception, the design, and the purpose of using rubrics. Rubric designing variables should also be optimized based on reliable data and information about the target educational context. Armed with this information, instructors will be in a better position to optimise the learning experience of their students. Future Research: Systemic literature reviews with data analysis from both qualitative and quantitative findings should be carried out in the future to identify current trends and the role of rubrics in learning.
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Jimenez-Perez, Irene, Lara Requena-Bueno, Marina Gil-Calvo, Pedro Pérez-Soriano, and Jose Ignacio Priego-Quesada. "Relación entre la percepción de validez de una rúbrica, el rendimiento académico y la autorregulación de estudiantes de ciencias del deporte." In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inred2021.2021.13658.

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The use of rubrics can be an especially useful tool to align the teaching, learning and evaluation processes of oral presentation. Its validity is essential to assess academic performance and may be influenced by student self-regulation. The objective of the study was to determine the perception of validity and utility of a rubric for students of the Physical Education and Sports Sciences degree, as well as to identify the relationship between this perception, their academic performance and their self-regulation. 123 students participated in the study. The teacher of the subject provided the rubric to evaluate oral presentations. After oral presentations, students answered two questionnaires: one about the perception of the validity of the rubric and the other about self-regulation. In addition, their academic performance was recorded. The students positively assessed the rubric’s validity as a method of preparing and evaluating the oral presentation. Self-regulation presented a clearer direct relationship with the perception of rubric’s validity than academic performance, however, this relationship was weak and needs to be verified in future studies.
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Platanitis, George, Remon Pop-Iliev, and Scott Nokleby. "Implementation and Effect of Rubrics in Capstone Design Courses." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86996.

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This paper demonstrates the implementation of a two-dimensional rubric system into capstone-level design courses as the preferred method for assigning and evaluating students’ design work. The rubric is based on the ICE (Ideas, Connections, and Extensions) learning and application levels, having been expanded from the basic one-dimensional rubric into two dimensions to further resolve each rank (level of application) into skill levels of learning of a given concept (i.e., a design project element), with qualitative descriptors summarizing the requirements for each skill level versus rank coordinate in the rubric that an element is applied to justify the assigned grade. These rubrics provide guidance to students in how to address the design requirements for maximum possible marks and also assist instructors with clearly defining the design requirements. The developed rubrics are applicable to other upper year undergraduate and graduate level courses featuring a major design project with minor modifications. Their usefulness was evident in the observed improvement of students’ grades over the last three years. For capstone courses, a multi-dimensional rubric is more versatile, providing instructors with a greater choice of assigning grade levels to evaluate student performance for a given element of the design project.
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Tong, Richard M., Victor N. Askman, James F. Cunningham, and Carl J. Tollander. "RUBRIC." In the 8th annual international ACM SIGIR conference. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/253495.253531.

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Murphy, Alexander R., Jacob T. Nelson, Matt R. Bohm, Robert L. Nagel, and Julie S. Linsey. "Question-by-Question Interrater Analysis and Suggestions for Improvements of a Functional Model Scoring Rubric." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86074.

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Functional modeling is a tool used for system abstraction. By divorcing system function from component structure, functional modeling allows designers to more easily identify design opportunities and compartmentalize product functions, which can lead to innovation during the ideation process. In this paper, we examine the reliability of a rubric used to evaluate student-generated functional models by comparing interrater reliabilities on a question-by-question basis from a previous study where an examination of the reliability of each question was not assessed. We then suggest changes to the rubric in order to improve the rubric’s overall interrater reliability as well as its question-by-question interrater reliability. These rubric alterations include clarification of vague language, inclusion of examples and counter examples, and a procedure for handling nonexistent functional components as opposed to incorrect or “nonsensical” functional components. This work is in contribution to the ongoing development of this functional modeling rubric as an education instrument. As functional modeling becomes more widely accepted in the design community and in engineering curricula, it is important to have a validated evaluation metric with which to assess student-generated functional models.
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Tong, R., L. Appelbaum, V. Askman, and J. Cunningham. "Conceptual information retrieval using RUBRIC." In the 10th annual international ACM SIGIR conference. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/42005.42033.

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Parvez Rashid, M., Edward F. Gehringer, Mitchell Young, Divyang Doshi, Qinjin Jia, and Yunkai Xiao. "Peer Assessment Rubric Analyzer: An NLP approach to analyzing rubric items for better peer-review." In 2021 19th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2021. http://dx.doi.org/10.1109/ithet50392.2021.9759679.

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Parvez Rashid, M., Edward F. Gehringer, Mitchell Young, Divyang Doshi, Qinjin Jia, and Yunkai Xiao. "Peer Assessment Rubric Analyzer: An NLP approach to analyzing rubric items for better peer-review." In 2021 19th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2021. http://dx.doi.org/10.1109/ithet50392.2021.9759679.

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Otero Avila, Christiano, Luciana Foss, Adriana Bordini, Maria Simone Debacco, and Simone Andre da Costa Cavalheiro. "Evaluation Rubric for Computational Thinking Concepts." In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2019. http://dx.doi.org/10.1109/icalt.2019.00089.

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Arcuria, Philip, William Morgan, and Thomas G. Fikes. "Validating the Use of LMS-Derived Rubric Structural Features to Facilitate Automated Measurement of Rubric Quality." In LAK19: The 9th International Learning Analytics & Knowledge Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3303772.3303829.

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Reports on the topic "Rubric"

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Stoof, Cathelijne R., A. J. G. Tijhuis, Guillermo Rein, Núria Prat-Guitart, Miriam Arenas Conejo, Israel Rodríguez-Giralt, and Nicholas Kettridge. PyroLife PhD recruitment rubric and best practices. Netherlands: Pyrolife, 2020. http://dx.doi.org/10.18174/524945.

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Polston, Katherine. Students' Perceptions and Attitudes towards Rubric Assessment of Creativity. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1334.

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Demuth, M. N., and M. Ednie. A glacier condition and thresholding rubric for use in assessing protected area / ecosystem functioning. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2016. http://dx.doi.org/10.4095/297892.

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Kecskes, Kevin. Measuring Community-Engaged Departments: A Study to Develop an Effective Self-Assessment Rubric for the Institutionalization of Community Engagement in Academic Departments. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2680.

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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McKnight, Katherine, and Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, March 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.
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Schofield, Sherry. Color-coding rubrics for increased effectiveness. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1163.

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Blazakis, Jason, and Colin Clarke. From Paramilitaries to Parliamentarians: Disaggregating Radical Right Wing Extremist Movements. RESOLVE Network, December 2021. http://dx.doi.org/10.37805/remve2021.2.

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The global far right is extremely broad in nature and far from monolithic. While the “far right” is often used as an umbrella term, using the term runs the risk of over-simplifying the differences and linkages between white supremacist, anti-immigration, nativist, and other motivating ideologies. These beliefs and political platforms fall within the far-right rubric, and too often the phrase presents a more unified image of the phenomena than is really the case. In truth, the “far right” and the individual movements that comprise it are fragmented, consisting of a number of groups that lack established leadership and cohesion. Indeed, these movements include chauvinist religious organizations, neo-fascist street gangs, and paramilitary organs of established political parties. Although such movements largely lack the mass appeal of the interwar European radical right-wing extreme, they nevertheless can inspire both premeditated and spontaneous acts of violence against perceived enemies. This report is intended to provide policymakers, practitioners, and the academic community with a roadmap of ongoing shifts in the organizational structures and ideological currents of radical right-wing extremist movements, detailing the difference between distinct, yet often connected and interlaced echelons of the far right. In particular, the report identifies and analyzes various aspects of the broader far right and the assorted grievances it leverages to recruit, which is critical to gaining a more nuanced understanding of the potential future trajectory of these movements.
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Ludden, P. W., and G. P. Roberts. Carbon monoxide metabolism by the photosynthetic bacterium Rhodospirillum rubrum. Office of Scientific and Technical Information (OSTI), January 1991. http://dx.doi.org/10.2172/5553868.

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Wiemann, Michael C., and Mark Knaebe. Factors affecting oxidative stain in soft maple (Acer rubrum L.). Madison, WI: U.S. Department of Agriculture, Forest Service, Forest Products Laboratory, 2008. http://dx.doi.org/10.2737/fpl-rn-311.

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