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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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Sremac, Stefan. "A rubric for algorithm selection in optimization of black-box functions." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53956.
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When optimizing black-box functions, little information is available to assist the user in selecting an optimization approach. It is assumed that prior to optimization, the input dimension d of the objective function, the average running time tf of the objective function and the total time T allotted to solve the problem, are known. The intent of this research is to explore the relationship between the variables d, tf, and T and the performance of five optimization algorithms: Genetic Algorithm, Nelder-Mead, NOMAD, Efficient Global Optimization, and Knowledge Gradient for Continuous Parameters. The performance of the algorithms is measured over a set of functions with varying dimensions, function call budgets, and starting points. Then a rubric is developed to assist the optimizer in selecting the most appropriate algorithm for a given optimization scenario. Based on the information available prior to optimization, the rubric estimates the number of function calls available to each algorithm and the amount of improvement each algorithm can make on the objective function under the function call constraint. The rubric reveals that Bayesian Global Optimization algorithms require substantially more time than the competing algorithms and are therefore limited to fewer function call budgets. However, if the objective function requires a large running time, this difference becomes negligible. With respect to improvement, the rubric suggests that Derivative Free Optimization algorithms are preferred at lower dimensions and higher budgets, while Bayesian Global Optimization algorithms are expected to perform better at higher dimensions and lower budgets. A test of the claims of the rubric reveals that the estimate of function call budget is accurate and reliable, but the improvement is not estimated accurately. The test data demonstrates large variability for the measure of improvement. It appears that the variables d, tf, and T are insufficient for describing the expected performance of the assessed algorithms, since variables such as function type and starting point are unaccounted for.Irving K. Barber School of Arts and Sciences (Okanagan)
Mathematics, Department of (Okanagan)
Graduate
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Knelly, Leah J. "Development of a problem-based learning classification rubric for community college instruction /." Connect to this title online, 2006. http://hdl.handle.net/1957/3882.
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Weinstein, Jeremy L. "A novel approach to integrating design into manufacturing and materials education through the fabrication of a scale model cannon." Texas A&M University, 2004. http://hdl.handle.net/1969.1/367.
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There has been a continuous push among industry, educators, and accreditation organizations to infiltrate all levels of engineering education with design skills development instruments. At Texas A&M University there was the unique opportunity to modify a manufacturing and materials laboratory with this ideal in mind. Prior to 2001 the materials and manufacturing laboratories were independent initiatives. Recently, these courses have been combined into one entity. It was proposed that if these two courses integrated fully under the umbrella of one project, that the students would better understand the nature of product development in design and that this simple change would result in a higher level of learning.
The proposed manufacturing and materials selection project was a 1/8th scale replica of a 12 lb. Civil War Napoleon Cannon in a field mount. The product was selected due to its ease of manufacture and potential for addressing a sufficient variety of materials during development. The development of the product followed a simple timeline. Initially, students took an existing model and used it to develop working drawings. Next the barrel material was selected by examining the performance of two materials using common testing methods. Selected materials were then subjected to heat treatment. Once the material processing was complete; Manual Machining, CNC Machining, Welding and a novel Rapid Manufacturing approach were used to produce the cannons. The cannons were then tested and destroyed for metallographic examination.
A quasi-experimental two by two factorial design was used to evaluate the effects of the innovative laboratory treatment compared with the effects of standard laboratory treatment. Assessment was performed using two instruments. These instruments consisted of three student surveys and two open-ended qualitative essays graded for depth of learning using analytic rubrics. Preliminary results indicate that the students are highly enthused by the new class. Analysis of the open-ended qualitative essays indicate that the students in the treatment, or project-based, laboratory performed at an equal level to those in the non-treatment, or control group.
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Mat, Daud n/a. "Developing critical thinking skills in tertiary academic writing through the use of an instructional rubric for peer evaluation." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6866.
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Critical thinking skills have been identified as learning outcomes expected of students for most courses of tertiary education in many countries including Malaysia. One of the courses where critical thinking is required is academic writing. Producing academic writing which is well argued, insightful, thought-provoking, characterised by evidence and wide reading is a challenge for undergraduate students. Not only do the students need to have a good command of the language, they also need to be critical as they examine viewpoints, facts and arguments and synthesise them. This thesis explores several approaches to developing critical thinking skills in an academic writing course for undergraduate students.
The use of a rubric or a checklist and discussion with peers were identified in the study to support the development of critical thinking. Their potency was explored in a quasi- experimental study involving undergraduate students taking English for Academic Writing course. The three treatments groups were: peer review where students used a checklist and discussed their ideas; peer evaluation where students used the rubric and discussed their ideas and evaluations; self-evaluation where students used the rubric but did not discuss their ideas. The level of critical thinking for each groups and a control group who received no treatment, was measured before and after learning interventions using two instruments: the Cornell Critical Thinking Test Level X (CCTT-X) and the English for Academic Writing term paper. In addition, students’ and instructors’ perspectives on the learning activities were elicited by means of questionnaires and interviews. Classroom observations were also carried out.
The rubric which was used in the peer evaluation and self-evaluation activities is called the Critical Thinking for Academic Writing Analytical Rubric (CAWAR). It contains 12 criteria with descriptions of the two ends of performance domains i.e. the best and the weakest points and a commentary space. The checklist used in the peer review activity, on the other hand, replicates the CAWAR except that it does not have the grading element.
The study found that all treatments showed some potential for fostering the development of critical thinking skills. Theoretically, it is argued that peer evaluation has the greatest potential of the three treatments provided that both teachers and students understand the value of collaborative learning and the importance of giving sufficient time for discussion. The introduction of either the rubric or checklist or promoting peer discussion has promoted critical thinking in an academic writing course.
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Potter, Melissa C. "Analyzing the technical quality of a rubric used to assess science fair products /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10239.
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Potter, Melissa C. 1977. "Analyzing the technical quality of a rubric used to assess science fair projects." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10239.
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xi, 59 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Presenting science fair projects gave students an opportunity to complete a performance assessment that comprised a meaningful task focused on process and subject to standards-based assessment. Students presented science inquiry and engineering design projects to judges at a regional science fair. The judges used the domains of the Potter Rubrics to assess the students' work and assigned a Quality score to each project. Using multiple regression, this study found that the mean scores on the Methods and Analysis domains predicted the mean Quality scores. Analyzing the technical quality of the Potter Rubrics addressed some of the measurement and generalizability concerns about performance assessments. Recommendations for future research and implications for practice were examined.
Committee in charge: Gerald Tindal, Chairperson, Educational Leadership; Paul Yovanoff, Member, Educational Leadership; Leanne Ketterlin Geller, Member, Educational Leadership; David Johnson, Outside Member, Chemistry
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Broderick, Jane Tingle, and Seong Bock Hong. "The Cycle of Inquiry Rubric: for Facilitating Teacher Development with Emergent Curricula Planning." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4198.
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Soper, Shannon Bryn. "Evidences of Critical Thinking in the Writing of First-Year College Students." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6171.
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A healthy civil society depends on citizens who have mature critical thinking skills and a willingness to entertain opposing points of view. The development of critical thinking in young adults has long been studied, but there has been little agreement on what the attributes of critical thinking are and how to reliably assess them. While many studies have attempted to assess the critical thinking abilities of college students, none have yet measured critical thinking through using the Critical Thinking Analytic Rubric (CTAR) to assess first-year college students' writing. This study used a modified version of the CTAR rubric to investigate students' critical thinking in writing completed for an American Heritage course. Four hypotheses were tested: (1) that raters would use the rubric with high inter-rater reliability estimates; (2) that there would be a significant relationship between the scores from the earlier holistic rubric used in the 2015 Hansen et al. study and the scores from the analytic rubric used in this study; (3) that there would be a significant relationship between analytic scores and ACT and GPA scores; (4) that there would be a significant relationship between essay score and gender. Findings included the following: (1) The inter-rater reliability for the overall scores of the papers was 0.898, which exceeds the 0.70 acceptable level. However, the inter-rater reliability for sub-scores was negative and required further investigation. (2) There was no significant relationship between the scores of the Hansen et al. study and this study. (3) There was no significant relationship between essay scores and ACT and GPA scores. (4) There was a significant relationship between essay scores and gender, with female students scoring higher than male students.
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Abel, Troy Donald. "Beyond usability a rubric to evaluate the emotional impact of e-commerce homepages by /." [Ames, Iowa : Iowa State University], 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1469761.
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Ma, Rui. "The Role of Pronunciation in Speaking Test Ratings." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4426.
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This study explores the weight of pronunciation in a speaking proficiency test at an English as a Second Language (ESL) Intensive English Program (IEP) in America. As an integral part of speaking, beliefs, practices, and research of pronunciation teaching have experienced shifts over the decades (Morley, 1991). Most studies concerning speaking have focused on intelligibility, comprehensibility, and accentedness of speaking, with attempting to address the role of pronunciation in oral communication. However, the degree to which pronunciation is weighed in determining speaking proficiency levels is unclear (Higgs & Clifford, 1982, Kang, 2013). In an effort to contribute to the understanding of this issue, the current study investigates the relationship between pronunciation and speaking proficiency ratings. The speaking proficiency ratings and pronunciation ratings in vowels, consonants, word stress, sentence stress, intonation, and rhythm of 226 speaking samples from English learners were collected at Brigham Young University's (BYU) English Language Center (ELC). The study confirms that suprasegmentals explain more variance than segmentals in English proficiency, and among those suprasegmental features, only the ratings of sentence stress increase incrementally with the proficiency levels without overlapping among proficiency levels.
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Juarez, James Jay. "Development of a Media Driven Online Assessment System: Improving Quality, Frequency, and Deployment of Grades and Feedback in Higher Education." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/189.
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Information communication technologies (ICT) in education is an expanding field, and within this field there is a need for development of effective systems for faculty and learners to communicate feedback and assess performance. The increasing migration of many academic disciplines and courses to an online format has prompted an increased need for the development of evidence-based tools and techniques that can be made available to educational institutions in order to connect and communicate with the learner. Many faculty and students have been faced with a less than optimal transition to the online environments and for these faculty and students, educational performance can be hindered.
Guided by a developmental research methodology (DRM), the researcher examined the need for a novel communication and assessment system, the elements required for such a system to succeed, the building of such a system, and finally the testing of the initial effectiveness of the system. The developed system, known as an Online Assessment System (OAS) or Gradeswift (prototype name), incorporated criterion based assessment utility with multi-modal (text, voice, and video) functionality to create an asynchronous means for communicating effectively through online information storage and delivery.
It was shown that the OAS had a significant impact on the educational landscape by providing better communication and performance assessment. Additionally, the OAS had been designed to increase the efficiency of the process of assessment, thus assisting faculty with workload and time required to assess student assignments. Last, students have the added benefit of receiving personalized feedback from instructors, enhancing the experience and perceived usefulness of online assessment.
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Moore, Lucas C. "Psychometric properties of a pre-service teacher performance-based rubric as related to teaching efficacy." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5653.
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Thesis (Ed. D.)--West Virginia University, 2008.Title from document title page. Document formatted into pages; contains vi, 127, 28 p. Includes abstract. Includes bibliographical references (p. 110-125).
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Jimenez, Laura. "Estimating the Reliability of Concept Map Ratings Using a Scoring Rubric Based on Three Attributes." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2284.
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Concept maps provide a way to assess how well students have developed an organized understanding of how the concepts taught in a unit are interrelated and fit together. However, concept maps are challenging to score because of the idiosyncratic ways in which students organize their knowledge (McClure, Sonak, & Suen, 1999). The construct a map or C-mapping" task has been shown to capture students' organized understanding. This "C-mapping" task involves giving students a list of concepts and asking them to produce a map showing how these concepts are interrelated. The purpose of this study was twofold: (a) to determine to what extent the use of the restricted C-mapping technique coupled with the threefold scoring rubric produced reliable ratings of students conceptual understanding from two examinations, and (b) to project how the reliability of the mean ratings for individual students would likely vary as a function of the average number of raters and rating occasions from two examinations. Nearly three-fourths (73%) of the variability in the ratings for one exam and (43 %) of the variability for the other exam were due to dependable differences in the students' understanding detected by the raters. The rater inconsistencies were higher for one exam and somewhat lower for the other exam. The person-to-rater interaction was relatively small for one exam and somewhat higher for the other exam. The rater-by-occasion variance components were zero for both exams. The unexplained variance accounted for 19% on one exam and 14% on the other. The size of the reliability coefficient of student concept map scores varied across the two examinations. A reliability of .95 and .93 for relative and absolute decision was obtained for one exam. A reliability of .88 and .78. for absolute and relative decision was obtained for the other exam. Increasing the number of raters from one to two on one rating occasion would yield a greater increase in the reliability of the ratings at a lower cost than increasing the number of rating occasions. The same pattern holds for both exams.
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Dehlbom, Gustaf. "Student Difficulties Reading Code: An Evaluation of Assessment Rubric for EiPE Tasks in Secondary Education." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448789.
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Recent changes in the Swedish curriculum have given programming a bigger role in the Swedish upper secondary school. As a result, more students will need to read long chunks of code, a skill teachers perceive that students have problems with. Previous research has shown that when novice programmers read code, they understand the syntax but fail to understand the purpose of the code. The aim of this thesis was to investigate the problems and misconceptions Swedish upper secondary school students have when reading longer chunks of code. The purpose of the thesis was also to investigate how a two-dimensional assessment rubric designed for smaller tasks could be used for larger programs.This was done by collecting data through a qualitative interview studyat NTI Gymnasiet in Uppsala Sweden. The data collected through the studywas analyzed using inductive content analysis which showed that students have problems understanding nested loops, position in list, temporary values, and syntax. Another result of this study showed that the students only need to figure out parts of a program, to understand the program's purpose. Furthermore, the thesis discusses how the two dimensional rubric becomes complex for larger programs. The thesis also discusses the lack of an abstraction category in the rubric, where students show the ability to generalize subjects into a new and untaught domain.
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DeForest, Reynolds Siri Torrence. "Validating Bloom's Revised Taxonomy as a Rubric for Assessing Middle School Students' Levels of Thinking." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6990.
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Educators in a rural charter middle school in the United States were challenged with the reliable assessment of student thinking skills even though the development of higher order thinking was an espoused goal for the school. The purpose of this study was to validate a new rubric based on Bloom’s Revised Taxonomy (BRT) to reliably assess student levels of thinking as reflected in the students’ written work. A quantitative, nonexperimental design was used. The focus of the research questions was on the BRT rubric’s reliability and validity. Interrater reliability was assessed using Krippendorff’s alpha. Validity was explored by assessing the relationship between the BRT scores collected in this study to the original teacher scores of students’ archived writing samples. Reliable, unrelated scores would have suggested that the two processes were scoring different constructs. The convenience sample of 8 volunteer teachers scored papers using the new BRT rubric. Each teacher scored 52 writing samples, 2 each from 26 students in the 7th grade. The Spearman correlation coefficient between the BRT and original teachers’ scores was not statistically significant. The teachers’ original scores could not validate the BRT as a measuring tool. Also BRT measure failed to demonstrate evidence of reliability (Krippendorf’s α = .05). A position paper was created to present the results of this study and to explore possibilities for improving the assessment of thinking. Positive social change may be encouraged by the use of a reliable and valid scoring process to quantify levels of thinking. A reliable scoring process for levels of thinking could lead to more balanced curricula, instruction, and assessment ultimately providing a base for customized student learning experiences.
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Housley, Jason K. "Ruqual: A System for Assessing Post-Editing." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3106.
Full textAbstract:
Post-editing machine translation has become more common in recent years due to the increase in materials requiring translation and the effectiveness of machine translation systems. This project presents a system for formalizing structured translation specifications that facilitates the assessment of the performance of a post-editor. This report provides details concerning two software applications: the Ruqual Specifications Writer, which aids in the authoring of post-editing project specifications, and the Ruqual Rubric Viewer which provides a graphical user interface for filling out a machine readable rubric file. The project as a whole relies on a definition of translation quality based on the specification approach. In order to test whether potential evaluators are able to reliably assess the quality of post-edited translations, a user study was conducted that utilized the Specifications Writer and Rubric Viewer. The specifications developed for the project were based on actual post-editing data provided by Ray Flournoy of Adobe. The study involved simulating the work of five post-editors, which consisted of developing texts and scenarios. 17 non-expert graders rated the work of the five fictional post-editors, and an Intraclass Correlation of the graders responses shows that they are reliable to a high degree. The groundwork laid by this project should help in the development of other applications that assist in the assessment of translation projects in terms of a specification approach to quality.
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Warner, Victoria Jay. "Development and validation of a performance-based assessment in work and family life personal development." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1072036691.
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Birkett, Timothy Michael. "An investigation into EAP teacher and student perceptions and interpretations of an academic writing marking rubric." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208031.
Full textAbstract:
The EAP written multiple trait rubric used in the City University of Hong Kong is believed to be of central importance to formative and high-stakes summative assessment in the institution. Crucial to both of these roles are the perceptions and interpretations of the key stakeholders: teachers and students. The learning and test scores deriving from the rubric are filtered entirely through these stakeholders. Investigating the perceived effects of the rubric on the EAP assessment's validity, reliability and student learning (three key strands revealed in testing literature) is seen as being essential as proof of the rubric's value. This paper presents an analysis of teacher (n=25) and student (n=123) perceptions of an EAP rubric, investigating core elements of both, comparing them, and probing into whether teachers' interpretations of rubrics influence their students. A mixed-methods study seeks to determine perceptions through combining qualitative analysis of interview data with quantitative analysis of questionnaire responses. Key elements of rubrics and how they both impact and are impacted by stakeholder perceptions are discussed. Findings indicate several strong trends in student and teacher perceptions of the rubric, and tentatively illustrate how teachers may affect their students. Arguments are made for a greater focus on standardising the teaching and learning of the rubric, for greater realisation of the learning potential of the rubric, and for investigating the appropriacy of certain domains and wordings.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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Herrell, Katherine A. "The Development and Validation of a Rubric to Enhance Performer Feedback for Undergraduate Vocal Solo Performance." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619164.
Full textAbstract:
This is a study of the development and validation of a rubric to enhance performer feedback for undergraduate vocal solo performance. In the literature, assessment of vocal performance is under-represented, and the value of feedback from the assessment of musical performances, from the point of view of the performer, is nonexistent. The research questions guiding this study were 1) What are the appropriate performance criteria, learning outcomes, and meaningful descriptors for various levels of proficiency for undergraduate solo vocal performance? and 2) How do students perceive their use of the feedback from the solo vocal performance rubric to improve future performances? The three groups of stakeholders of the project were voice professors from the research institution who assisted in the development of the rubric; students from the research institution who provided performance excerpts and shared their perceptions about the quality of the feedback; and voice professors from outside the research institution who used the rubric to assess the student performances. Mixed-methods participatory action research was the method used to conduct the study.
Interviews with five experts aided the development of a criteria-specific rubric, which defined performance criteria, learning outcomes, and meaningful descriptors for various levels of proficiency for undergraduate students of singing. The rubric was distributed, along with 20 recordings comprised of 14 students, two professionals, and four repeated student performances, to voice professors who used the rubric to score the performances and provided feedback about the instrument as well as the process. Results of scoring were shared with student performers and interviews conducted about usefulness of the feedback. Seven themes emerged from the research analysis: a) levels of proficiency, b) performance criteria, c) descriptors, d) numerical scoring, e) comments, f) recording method, and g) song selection relative to the skill level of the singers. Results of the study determined that the rubric was statistically reliable, and the students received valuable feedback that validated their own self-perceptions and assisted them in long- and short-term goal setting. Practitioners may benefit from further research that explores the validity of the rubric when assigning a grade, assessing live performances, and including additional repertoire.
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Liu, Kimy H. 1967. "Development of an assessment rubric for the implementation of Response to Intervention (RTI) at elementary schools." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10330.
Full textAbstract:
xiv, 188 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Response to Intervention (RTI) is a relatively new approach to identifying students with learning disabilities that has impacted how schools coordinate resources and implement their instructional support and assessment systems. Because RTI is a federal initiative and relatively new approach, there is little consensus on specific approaches and practices to guide school in implementation. This approach has potentially great consequences in providing supports in a more efficient manner for at-risk students as well as improving outcomes for all students. However, to meet this goal, schools need a tool to help guide and evaluate their practices to ensure quality implementation. In this dissertation, I describe the development of a rubric designed to meet this need. This RTI Assessment Rubric is intended to be a tool that practitioners and researchers can use to evaluate the implementation of RTI at the elementary school level. Using qualitative methodologies, the rubric was developed based upon a review of the literature and validated by known experts in the field in terms of its breadth and depth of content. Through this process six components were identified which include evaluating: Tier 1 instruction, universal screening procedures, Tier 2 and Tier 3 interventions, progress monitoring practices, evidence-based decision-making, and organizational supports. Next, case studies were created on 5 second grade students who are at risk for reading disabilities in two elementary schools implementing RTI practices. These case studies included classroom observations, interviews with teachers/administrators, record reviews, as well as evaluating student response to school implemented interventions. When these case studies were examined by external reviewers using the RTI rubric, the device demonstrated initial evidence of inter-rater reliability and sensitivity in discriminating between the quality of RTI implementation in these two schools. Teachers reported that the rubric captured the RTI experience within their building. This rubric appears to be useful for both researchers and practitioners as they begin implementation of RTI in schools because it appears to provide relevant, practical, and useful information to guide schools' next steps in RTI implementation.
Committee in charge: Elizabeth Ham, Co-Chairperson, Special Education and Clinical Sciences; Gerald Tindal, Co-Chairperson, Educational Methodology, Policy, and Leadership; Deborah Olson, Member, Special Education and Clinical Sciences; Yvonne Braun, Outside Member, Sociology
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Dean, Brandon L. "A Repertoire Selection Rubric for Preservice and Beginning Choral Conductors Based on Criteria of Aesthetic and Pedagogical Merit." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313764499.
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Sims, Maureen Estelle. "Rubric Rating with MFRM vs. Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7312.
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The purpose of this study is to explore a potentially more practical approach to direct writing assessment using computer algorithms. Traditional rubric rating (RR) is a common yet highly resource-intensive evaluation practice when performed reliably. This study compared the traditional rubric model of ESL writing assessment and many-facet Rasch modeling (MFRM) to comparative judgment (CJ), the new approach, which shows promising results in terms of reliability and validity. We employed two groups of raters<&hyphen>”novice and experienced<&hyphen>”and used essays that had been previously double-rated, analyzed with MFRM, and selected with fit statistics. We compared the results of the novice and experienced groups against the initial ratings using raw scores, MFRM, and a modern form of CJ<&hyphen>”randomly distributed comparative judgment (RDCJ). Results showed that the CJ approach, though not appropriate for all contexts, can be valid and as reliable as RR while requiring less time to generate procedures, train and norm raters, and rate the essays. Additionally, the CJ approach is more easily transferable to novel assessment tasks while still providing context-specific scores. Results from this study will not only inform future studies but can help guide ESL programs to determine which rating model best suits their specific needs.
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Alvarado, Sánchez María Jesús, Estay Christian Lazcano, Castro Fernanda Moreno, Alarcón Consuelo Pérez, Muñoz Macarena Salinas, Rojas Jorge Soto, and Garrido Carlos Tagle. "An analysis of validity of a rubric in an across the curriculum programme of English as a foreign language." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/169863.
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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura InglesaThis investigation reports on a study of the validation of a rubric for oral exams in a context of standardised evaluation at university level in Chile regarding three aspects of validity: construct validity, face validity and reliability. The study examined the rubric applied in an across the curriculum English programme at USACH. The data was collected from three different formation programmes: Ingeniería en informática, Pedagogía en Lenguaje, Enfermería. The focus of the investigation relies on understanding the elements that contribute to the three aspects of the rubric’s validity. This is a mixed-method study that collected self-reports by relevant stakeholders (students and raters) by applying a survey focused on their perception of the three aspects of the rubric’s validity. Additionally, the actual rubric and associated documents (course programmes, student scores, etc.) were also analysed by applying a matrix of aspects of the three aspects of validity. The self-reports and the rubric were analysed in search for evidence that the rubric reflected adequately the correct functioning of the theoretical constructs of the instrument (construct validity, face validity and reliability). By making preliminary observations, it was expected that perceptions of stakeholders regarding the aspects of validity of the common rubric would reveal low levels of construct validity and reliability, and consequently, of face validity. The results showed that the rubric, indeed, presented problems regarding construct validity and reliability, but surprisingly, not regarding face validity, exposing the positive appreciation of the rubric of both stakeholders. Further research suggests for this issue to be addressed explicitly by considering the observation of variables that could explain this positive evaluation.
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Lozovska-gunes, Anna. "Differences And Challenges Involved In The Assessment Of Speaking Skill: The Case Of Three Universities In Ankara." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12612142/index.pdf.
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It is a well-known fact among the foreign language teachers that the assessment of speaking is one of the most challenging tasks in the teaching methodology. The reason for that is the lack of proper concepts of the notion &lsquogood speaking skills&rsquo
and the assessment tasks that would evaluate the learner&rsquo
s ability to communicate efficiently in the real context. The purpose of this study is to investigate the teachers&rsquo
and learners&rsquo
perceptions and challenges they face when dealing with speaking skills. Data were gathered via four stages &ndash
open-ended and Likert scale questionnaires and two semi-structured interviews that were offered to the academics and the students of Middle East Technical University, Hacettepe University and Gazi University. Another aim is to develop a speaking rubric which would generalize the criteria academics and their students consider to be the most important while evaluating oral performance. Both qualitative and quantitative data was analyzed. The Microsoft Excel program was used for analyzing learners&rsquo
perceptions about the assessment of speaking in the form of the questionnaire, while content analysis was used in order to analyze the data elicited from the teachers and students through open-ended questionnaire and semi-structured interview.
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Perry, Angel R. "The Use of Problem-Based Learning as a Pedagogy to Improve Essay Writing Skills for 9th Grade Students." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281634137.
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Schatzke, Sheila Erin. "A Validation Study of the Triple E Rubric for Lesson Design: A Measurement Tool for Technology Use in the Classroom." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505198/.
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This validation study examined the Triple E Rubric for Lesson Design as a measurement tool to test the effectiveness of a lesson when using technology to support learning goals. This study also measured the content and concurrent validity as well as reliability of the Triple E Rubric developed by Liz Kolb.
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Weaver, Caroline Alexandra. "Predicting College Outcomes: A Tool for Assessing Non-Cognitive Traits in Admissions Essays." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1043.
Full textAbstract:
Across the United States, higher education institutions increasingly employ a holistic review of prospective students’ application materials. In a holistic review process, admissions offices consider a student’s personal and academic context when reviewing applications for admission. A key feature of a holistic review is a student’s application essay, or personal statement. However, admissions offices rarely standardize their essay review process and very little research exists regarding whether student essays predict successful outcomes in college. This paper summarizes a quality improvement study conducted within the University of Vermont Admissions Office. It examines the extent to which non-cognitive student characteristics present in student admissions essays (e.g., grit, creativity, intrinsic motivation, leadership, community engagement, cultural fluency) are correlated with pre-admission factors and subsequent college outcomes. The study involved developing a new essay scoring rubric and evaluating the usefulness of this rubric by scoring 320 undergraduate admission essays. Findings suggest that the rubric is useful in identifying evidence of non-cognitive factors in student essays, but that overall scores do not strongly correlate with pre-admissions characteristics or first-fall college GPA. The study supports the practice of holistic review and provides insight into how admissions offices can begin to operationalize the review of essays and non-cognitive factors in their admissions processes.
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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." PDXScholar, 2008. https://pdxscholar.library.pdx.edu/open_access_etds/2684.
Full textAbstract:
Change in American higher education is occurring at a rapid pace. The increasing reemergence of civic or community engagement as a key component in the overall landscape of American higher is emblematic of that change. Academic departments play a critical role in higher education change, including institutionalizing community engagement on campuses. Yet, designing a way of measuring community engagement specifically at the level of the academic department has not been undertaken.
Based on advice from national expert/key informant interviews and the recognition of the importance of the role of academic departments in the overall institutionalization of community engagement in higher education, this study addresses a methodological gap in the literature concerning the measurement of community engagement. Several instruments have been developed primarily for institution-wide application, and some have been applied to academic units including colleges, schools, departments and programs. This study employs a grounded theory research strategy to develop and test a self-assessment rubric solely for use in academic departments.
To ascertain the utility and validity of the rubric, this study pilot tests the explanatory framework in twelve social science departments located in five, geographically-diverse American universities. A secondary purpose of the study is to initiate an exploration of the potential use of institutional theory to more completely understand the constitutive role of the academic unit in the institutional transformation process.
The research confirms the utility and validity of the departmental engagement self-assessment rubric. Additionally, the study categorizes and displays via histograms six overarching dimensions by level of support for community engagement for each of the twelve test departments. Finally, this research recommends instrumental as well as substantive areas for future research, including those that better connect institutional theory with efforts to embed civic engagement in the mission of traditional academic departments.
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Vey, Lynette Daphne, and n/e. "Enhancing the realationship between learning and assessment." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20060804.112632.
Full textAbstract:
This study is an investigation of the relationship between assessment and learning in
education, and specifically, in the context of Australian secondary students studying
English. The purpose of this research is to contribute to change in the way assessment
of learning is conducted in view of the shift of educational values from content based
towards a more goal-orientated process. Therefore, we begin this study with the
premise that educational values should not only inform assessment in terms of
outcomes and accountability as specified in national guidelines. They should also
support a pedagogic process which helps to develop in students a heightened sense of
the value of their own contributions to the community, academic and otherwise.
The intellectual context of this study begins with an overview of most prominent
educational theories. We illustrate John Deweys view that education should not only
prepare one for life, but should also be an integral part of life itself. Dewey insisted
that education was based in experience and that educational institutions should
therefore honour and build on students� experiences. Piaget believed that children are
quite sophisticated, active thinkers and theorists. Vygotsky saw all learning,
knowledge, and experience had a social basis. Together these three theorists
emphasize the active role of students as individuals (Dewey and Piaget) or a group
(Vygotsky). Further, as societys values shift from the Industrial Age to an
Information Age, there is a growing expectation for individuals to be active and
informed citizens, with the ability to exercise judgment and the capacity to make
sense of their world. In response to these issues, we conclude that the teaching and
assessment processes must support these kinds of requirements.
We examine literature related to learning theories and assessment with the objective
of ascertaining and illustrating aspects which they share and which, in our view,
hamper the development of learning environments enabling exploratory and critical
learning. We argue that when assessment criteria predetermine the learning
outcomes, this results in teaching models where students learning needs are also
predetermined. This process alienates students from their sociocultural context which
shapes them and from which they derive their identify and the sense of their own
value. Consequently, students become an object of pedagogic tools, rather than
rightful participants in the lives of their various communities.
Against the background of these reflections, we set out in this study to investigate
how learning and assessment can be linked together. To this end, we develop the
concept of an Exploratory Learning Environment. In order to articulate the
framework of such an environment, we draw on a number of principals generally
associated with humanist/constructivist/postmodern approaches to learning and
assessment. In the course of this work we argue that students ways of knowing, and
how they learn, cannot be divorced from their individual, and yet socially
(interactively) constructed (negotiated), cultural experiences (terms of reference). The
philosophy of the Exploratory Learning Environment can be described as promoting
engagement and construction, thus supporting learning through experience, inquiry,experimentation and critical reflection.
Consequently, in the Exploratory Learning Environment we seek to integrate
pedagogic task construction and students expectations. To this end, we concentrate
our research on strategies, or tools, enhancing students critical forms of engagement
in their community. We aim for the academic knowledge, which they construct as a
result, not to serve arbitrarily constructed performance indicators, but the students
themselves and the community which they engage. Regarding assessment, our
objective is to ascertain the diversity of conflict-generating concerns which students
take into account in order to motivate the kinds of socially responsible solutions that
they create and, as a result, the kinds of relationships which they want to establish.
This approach to assessment allows us to focus students learning on developing
critical thinking skills whose validation comes from students own evaluation, rather
than from an abstract source of authority.
This arrangement of creating learning environments rich in tools enhancing students
critical forms of engagement we carry out using two classes of Year 10 and one class
of Year 8 students in two secondary schools. Results from the study demonstrate
significant advantages that can be gained when assessment is not limited to the
measure of a product, but is based in pedagogy enabling critical negotiation. For
example, students developed a sense of ownership of their learning task, felt
motivated to explore conflicting issues, and, interestingly, valued the assessment
process and looked forward to learning about the quality of their performance.
In summary, the theoretical reflections conducted in this study and the experiment
conducted within the Exploratory Learning Environment model, together, provide
valuable and reliable evidence supporting the need for a critical evaluation of the
currently existing relationship between teaching and assessment. Further, this thesis
offers examples of solutions in which this link can be fostered. It demonstrates that,
when students are empowered to learn by critically linking academic and other forms
of knowledge residing in their community, the assessment process become a
meaningful tool to them and they become involved in their assessment.
At the same time, teachers learn to reduce the grip they hold on the learning and
assessment processes. They do so by adopting the role of a facilitator of the students
negotiation process. This is very different from the traditional teaching practices
where the learning process is restricted, rather than enhanced, by assessment.
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Tauscher, Bryanna Nicole. "Theatre for Young Audiences and Educational Study Guides: Design, Implentation and Teachers' Perceptions." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193261.
Full textAbstract:
The purpose of this study was to evaluate a Theatre For Young Audiences (TYA) paper and multimedia study guide and to investigate teachers' perceptions of study guides created for TYA. It used current literature surrounding TYA performances, supplemental materials for the elementary classroom, and multimedia in performance and education, to glean critical elements for creating a useful TYA study guide. These elements provided the framework for creating a rubric to evaluate a TYA study guide's potential success in the classroom. The mixed methods study then used the created rubric to evaluate etc . . .'s (Educational Theatre Company) 2005 Hey Diddle Diddle! The Rhymes and Rhythms of Mother Goose study guide. This data was combined with surveys administered to elementary teachers. The study guide rated high on the rubric and teachers' perceptions were generally positive. Overall the analysis yielded information useful for the creation of future guides and research.
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Streit-Horn, Jenny. "A Systematic Review of Research on After-Death Communication (ADC)." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84284/.
Full textAbstract:
In this study, after-death communication (ADC) is defined as spontaneously occurring encounters with the deceased. Reported occurrences of ADC phenomena range widely among published ADC research studies, so a systematic review of 35 studies was conducted. A rubric was developed to evaluate the methodological quality; final inter-rater reliability among three raters was r = .90. Results were used to rank the studies; the methodologically strongest studies were used to arrive at best estimate answers to four research questions/subquestions: (1) How common are experiences of ADC? How does occurrence vary by gender, age, marital status, ethnicity, religious practice, religious affiliation, financial status, physical health, educational level, and grief status? (2) To what extent do ADCrs report ADC experiences to be beneficial and/or detrimental? What are the leading benefits and/or detriments? (3) What is the incidence of research studies in which the researchers mentioned that the research participants appeared mentally healthy? (4) What is the incidence of sensory modalities—for example, visual, auditory, and kinesthetic—in which ADCs occur? Best estimate results were compiled into a one-page fact sheet that counselors and others can use to educate people who seek empirically-based information about ADC.
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Felício, Aline Cazarini. "Modelo para avaliação de competências de estudantes de engenharia em fóruns on-line /." Guaratinguetá, 2019. http://hdl.handle.net/11449/183137.
Full textAbstract:
Orientador: Jorge Muniz JuniorResumo: O objetivo desta tese é propor um modelo para avaliar competências de estudantes de engenharia em fóruns de discussão on-line. O modelo inclui um instrumento de pontuação (rubrica) baseado na Taxonomia de Bloom para avaliação de Competências em disciplinas da engenharia. A revisão da literatura indicou oportunidades de pesquisa atendidas pelo modelo proposto, tais como, comparação de diferentes rubricas, aplicação da Taxonomia de Bloom em atividades colaborativas, bem como validade e confiabilidade de rubricas em diferentes contextos educacionais. O modelo de avaliação utiliza rubrica analítica, a qual fornece feedback específico para cada uma das competências avaliadas, de acordo com os níveis da Taxonomia de Bloom: lembrar, entender, aplicar, analisar, avaliar e criar. As competências avaliadas estão alinhadas com a Accreditation Board of Engineering and Techonology (ABET), World Economic Forum de 2015 e National Academy of Engineering, de forma a comtemplar complexidade e desafios do profissional do século XXI. A validação do modelo foi feita por meio de sua aplicação em instituições públicas de ensino superior (Escola de Engenharia de São Carlos (EESC), Instituto Federal de São Paulo (IFSP) e Universidade Federal de São Carlos (UFSCar)), o que envolveu 118 docentes especialistas de ensino a distância e 106 estudantes. Evidenciaram a validade e confiabilidade do modelo por meio dos coeficientes: Indice de Validade de Conteúdo (90%), Alfa de Cronbach (0,73), Porcentagem Abs... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The objective of this thesis is proposing a model to evaluate Engineering students’ competencies in on-line discussion forums. The model includes a grading tool (rubric), based on Bloom’s Taxonomy, for the evaluation of competencies in Engineering courses which stimulate logical thinking and decision making. The literature review revealed research possibilities about the proposed model use, such as the comparison of different rubrics, the application of Bloom’s Taxonomy in collaborative activities, and rubric validity and reliability in different educational contexts. The evaluation Model uses an analytic rubric, which provides a specific feedback for each of the evaluated competencies, according to the levels of Bloom’s Taxonomy: remembering, understanding, applying, analyzing, evaluating and creating. The evaluated competencies are relevant for the Accreditation Board of Engineering and Technology, 2015 World Economic Forum, and National Academy of Engineering, keeping in view the complexity and challenges of the 21st century professional.Validation of the model was done through its application in public universities (Escola de Engenharia de São Carlos (EESC), Instituto Federal de São Paulo (IFSP) e Universidade Federal de São Carlos (UFSCar)), with the collaboration of 118 distance education specialist teachers and 106 students. Validity and reliability of the Model was proved by the following coefficients: Content Validity Index (90%), Cronbach’s Alpha (0.73), Absolute Pe... (Complete abstract click electronic access below)
Doutor
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Pierre, Paul R. "The effects of using rubric-based formative assessments with feedback to close the loop of understanding on students' understanding of high school chemistry concepts." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/pierre/PierreP0811.pdf.
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Over the past years teaching chemistry, I have noticed there are some topics which constantly pose a challenge to students. From my own observation and interaction with my students, I have always thought that my students understand the concepts I am teaching. However, when it comes to taking tests and doing assessments in these areas students do not seem to demonstrate the knowledge and understanding required. Through my readings, I have noticed the use of rubrics as an important assessment technique, which can help students perform well on a given task. As a result, I have decided to investigate what will be the effect of using rubric-based formative assessment on students understanding and motivation to learn chemistry. I chose my 10th grade chemistry class as the focus on my project. Baseline comparison data were collected during a nontreatment unit on atomic structure through the use of pre, post and delayed concept map, interviews, surveys, and traditional assessments test. I then implemented two treatment units that utilized rubric-based assessment. The first treatment unit focused on ionic bonding and compounds and the second focused on covalent bonding and compounds. These two treatment units incorporated the use of pre, post, and delayed concept maps, interviews, survey, projects, labs, unit test and self-reflections journal. After I analyzed pre and postunit concept maps, interviews and surveys, I determined that the implementation of rubric-based assessment did not have any significant improvement on students understanding. The data from the post and delayed assessment concept maps, interviews, surveys and unit test indicated that students' long-term memory increased. Students' responses on the student survey, and my reflective journal entries indicated that students were responding very positive to the different types of assessments being utilized with the incorporation of rubrics and that their long-term memory, attitude, motivation were increased. As a result, my attitude and motivation towards teaching chemistry also increased.
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Robinson, Daniel J. "A Delphi study to examine the quality measurement standards by online instructors using the Quality Matters Rubric as a basis for creating instructional materials." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491431111417877.
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Esqué, Boldú Sara. "Desenvolupament de les actituds en els estudiants d’infermeria durant les estades formatives clíniques a través de la pràctica reflexiva." Doctoral thesis, Universitat d'Andorra, 2019. http://hdl.handle.net/10803/667094.
Full textAbstract:
L'estudi de les actituds pren major rellevància en professions de l’àmbit de la salut, com és infermeria, ja que es considera clau per a la formació dels futurs professionals d’infermeria, com a component indispensable pel desenvolupament de les competències en situació real. És tant important el coneixement i l'habilitat professional com l'actitud que ha de desenvolupar l'estudiant, tenint en compte que les competències s’integren per coneixements, habilitats i actituds. El present estudi s’articula a partir de quatre eixos fonamentals: les actituds, la pràctica reflexiva, el portafoli i la tutorització.
L’objectiu de la investigació és dissenyar una estratègia formativa per a la millora de les actituds de Responsabilitat, d’Autoavaluació i autocrítica, i d’Ètica professional durant les estades formatives clíniques dels estudiants d’infermeria de la Universitat d’Andorra.
Aquesta investigació ha permès dissenyar i validar els instruments de mesura pel treball i l’avaluació de les actituds a través de la reflexió. Aquests instruments es consideren formatius i avaluatius, i han permès establir la constància del procés reflexiu per part dels estudiants.
Els principals resultats que s’han obtingut són la Rúbrica d’actituds, validada de manera interna i externa per experts; l’anàlisi descriptiu de les qualificacions obtingudes de l’aplicació de l’instrument, que evidencia l’evolució qualitativa del procés reflexiu documentat, que dona importància a la reflexió per a la millora del procés d’aprendre.
La investigació s’ha dut a terme des del curs 2015-2016 fins el curs 2017-2018. S’han estudiat els procesos reflexius documentats dels estudiants d’infermeria matriculats a les assignatures d’Estades formatives clíniques dels tres cursos del bàtxelor en Infermeria.
Com tot treball d’investigació, caldrà continuar amb el treball de revisió i millora del procés d’aplicació dels instruments de mesura.Studying attitudes is gaining greater relevance among health professions, such as nursing, since they are believed to be a fundamental aspect of the training process of future nurses and an essential component when developping competences in real situations. It is as equally important for students to acquire knowledge and professional skills as it is for them to develop certain attitudes, taking into account that competences include the integration of concepts, skills and attitudes. This present study is based on four cornerstones: attitudes, reflexive practice, portfolio and tutoring. The goal of this research is to design a training strategy aimed at improving attitudes of Reponsibility, Self-assessment, Self-criticism and professional Ethics among student nurses during their clinical internships at the University of Andorra. The research has required designing and validating measuring tools and their application in the assessment of attitudes through reflexive practice. These tools have allowed a formative assessment and enhanced student perseverance in their reflexive learning process. The main results obtained are a rubric of attitudes, which has been validated internally and by external experts, and a descriptive analysis of the outcomes gathered from the measuring tool. This latter result has shown a qualitative progress in the documented reflexive practices, which is also an evidence of how important reflexive practice is to improving a learning process. This research covered the period from 2015-2016 to 2017-2018 and the studies were conducted using the reflexive work of nursing students, belonging to all three academic cohorts of the Bachelor of Nursing, while enroled in clinical internships. As with any research, more work should be undertaken in order to review and improve the process by which measuring tools could be implemented.
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Sonbert, Nicole Michelle. "EVALUATING APPROPRIATE REPERTOIRE FOR DEVELOPING SINGERS: AN AFRICAN-AMERICAN ART SONG ANTHOLOGY." UKnowledge, 2018. https://uknowledge.uky.edu/music_etds/104.
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Finding appropriate and unique repertoire for the developing singer is a daunting task and ongoing challenge in the teaching profession. There are limited resources to help guide teachers in selecting varied, yet suitable repertoire that falls outside of the standard Western European musical canon. The early years, ages 17–21, are crucial to establishing a healthy and well-rounded vocal approach to singing, while also introducing the student to a wide variety of music. African-American art song is a great option for developing singers. Repertoire should allow a student to grow musically, vocally, and artistically according to the singer’s specific stage of learning and interests. Selecting repertoire through established criteria that considers the student’s personal and cultural interests (in addition to pedagogical needs) allows for a good foundation to support a healthy vocal development.
Consideration of numerous elements, such as historical, musical, physical, emotional, and vocal characteristics offers a framework for a comprehensive approach in the selection process. In Literature for Teaching: A Guide for Choosing Solo Vocal Repertoire from a Developmental Perspective, Christopher Arneson provides a wonderful base for further study, and application into repertoire selection. Through the utilization of Arneson’s suggestions, I have created a rubric that quantifies key criteria important to the evaluation of repertoire. Through this rubric, a clear evaluation and assigned difficulty level is provided for each song in the collection.
This compilation of songs is only the beginning to a proposed anthology entitled: African-American Art Song for the Developing Singer. Each song offers a historical and pedagogical summary that includes the following: composer and poet biographies, text and translations, basic form, original key and other keys available, performance notes, range, tessitura, suggested voice type, tempo suggestions, difficulty level, and other available editions. This unique anthology of African-American art song offers teachers with a resource that evaluates appropriate repertoire for developing singers, between the ages of 17–21, that is clearly accessible.
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Ramsey, David S. "A Discourse Analysis of Interaction In Distance Education Courses: Dissonance Between Theory and Application?" Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1241020028.
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Granekull, Therese. "Kamratbedömning i naturvetenskap på mellanstadiet : formativ återkoppling genom gruppsamtal." Licentiate thesis, Malmö högskola, Institutionen för natur, miljö, samhälle (NMS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7595.
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Kamratbedömning kan ha en positiv effekt på elevers lärande. För att uppnå denna positiva effekt måste elever kunna ge återkoppling till sina kamrater och även ta emot återkoppling från sina kamrater. Elever måste också kunna använda den återkoppling som de får. Återkoppling kan ges på fyra olika nivåer, uppgiftsnivå, processnivå, självregleringsnivå och personnivå. Att använda elever som lärande resurser för varandra, är en av nyckelstrategierna inom formativ bedömning. Fokus på formativ bedömning och användning av den samma har ökat inom skolan. Det, tillsammans med att det inte finns många studier som undersöker formativ bedömning med ett ämnesinnehåll i svensk kontext, är exempel på vad som ligger till grund för studien. Det övergripande syftet med denna studie var att öka kunskapen om hur kamratbedömning genomförs i naturvetenskap på mellanstadiet. Fokus riktades dels mot hur lärare implementerar kamratbedömning, men framförallt mot hur elever ger varandra återkoppling. För att undersöka hur och på vilka nivåer som 11-åriga elever ger varandra återkoppling, genomförde elever kamratbedömning i mindre grupp efter att enskilt ha besvarat uppgifter med ett naturvetenskapligt innehåll. Insamling av data skedde i flera steg. När läraren gav eleverna instruktioner kring bedömningsmatrisen, uppgifterna och den kamratbedömning som de skulle genomföra, observerades och videofilmades detta. Elevernas kamratbedömningssamtal i grupp, videofilmades också. Därefter intervjuades eleverna enskilt.Studiens resultat visade att eleverna fick återkoppling på olika nivåer av sina kamrater. Den återkoppling som var mest förekommande, var på uppgiftsnivå. Det fanns exempel på återkoppling på andra nivåer också i materialet, samt exempel där det inte förekom någon återkoppling alls. När eleverna bedömde varandras svar, fokuserade de på mängden naturvetenskapliga begrepp i kamraternas svar. Slutsatser som dragits utifrån studiens resultat var bland andra att elever behöver träna både på kamratbedömning och på att ge användbar återkoppling, samt att lärare bör vara medvetna om att deras instruktioner är betydelsefulla när det gäller hur kamratbedömningen faller ut. En annan slutsats är att kamratbedömning med ämnesinnehåll, kräver både bedömarfärdighet och ämneskunskap.Peer assessment may have a positive effect on student learning. In order to have these positive effect students have to be able to give feedback to their peer and also to receive feedback from their peer. The students also have to be able to use the given feedback. Using students as learning resources to each other is a key strategy within formative assessment. The feedback that is given can be directed at four different levels, task level, process level, self-regulation level and self-level. Using peers as learning resources, is one of the key strategies within formative assessment. Focus on formative assessment and the use of it, have increased within school. That, and the fact that there are not many studies that examines formative assessment with science content, are a part of the background to the conducted study.The overall purpose of the study was to contributed to the field concerning peer assessment in science with 11-year old students. The focus was partly how teachers implement peer assessment, but above all how students give feedback. In order to examine how and in what different levels student give each other feedback, students conducted peer assessment in small groups, after they had answered questions concerning science. Data collection was done in the following steps. At first, the teacher gave the students instructions about the tasks, the scoring rubric, how to assess and so on. While doing that, the teacher was observed and video recorded. Next step concerned the students. They answered the questions and then had peer assessment in small groups. This was also video recorded. Later on the students were interviewed. The students received different kinds of feedback, mostly at task level, from their peer. Some examples of feedback at other levels were also discovered. When students assessed each other’s answers, they looked at the amount of science concepts that were used in their peer’s answers. The results suggest that students need to practice peer assessment, how to give useful feedback and that the teacher need to be aware of that given instruction may turn out differently from what is expected. The results also show that students believe that peer assessment is useful and that feedback is given. This was contradictory from what was seen in some of the observations of the peer assessment. Conclusions are for example that students need both assessment skills and scientific knowledge.
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Gaughan, Patrick H. "The International Diversification of Professional Service Firms: The Case of U.S. Law Firms." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1431259487.
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Kautz, Jaime N. "A Study of Middle-School Mathematics Teachers’ Colloquial Evaluations of Digital Mathematics Resources: The Measures Used to Evaluate Digital Mathematics Resource Quality and the Influence of a Formal Evaluation Rubric." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587640460466024.
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