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1
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' 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' 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.
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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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Van Gilder, Jennifer P., and Sherry L. Street-Tobin. "Supervision: Assessing Diagnostic Report Writing." Perspectives on Administration and Supervision 21, no. 3 (October 2011): 103–11. http://dx.doi.org/10.1044/aas21.3.103.
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One of the most time-consuming tasks for clinical educators is reading and editing first drafts of clinical reports prepared by students. Clinical educators at Appalachian State University (ASU) devised a tool that would make this task more efficient for clinical educators without sacrificing student learning. In the fall of 2008, the authors participated in a workshop series about using rubrics for student assessment. Participants from across the university were asked to bring existing rubrics to revise or be prepared to develop new rubrics. We modified an existing general tool into a five-level rubric specific to diagnostic reports, with detailed examples and explanations for each level, a qualitative rating scale, and a quantitative rating scale. After using the rubric for two semesters, we determined that the rubric feedback was of benefit to the students, who were consequently better able to discuss their individual writing strengths and weaknesses. The question remains whether the benefit to the students outweighs the amount of time required for the clinical educators to complete the rubric.
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Nurhayati, Hardoko, and Warman. "Pengembangan Evaluasi Pembelajaran Tematik Dengan Menggunakan Rubrik Kelas IV di Gugus IV Kecamatan Samarinda Ulu." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 2, no. 1 (February 28, 2019): 47–58. http://dx.doi.org/10.30872/diglosia.v2i1.17.
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This study aims to (1) find out the facts of learning in the field towards evaluating thematic learning using the grade IV elementary school rubric; (2) knowing the feasibility of evaluating thematic learning by using the rubric in grade IV elementary school students; (3) knowing the effectiveness of evaluating thematic learning by using the rubric in grade IV elementary school students. This research is a Research and Development (R & D) study with a procedural model that adapts research procedures according to Borg and Gall which can be done in 10 stages (1) research and information collecting, (2) planning, (3) developing preliminary from products, (4) preliminary field testing, (5) main product revision, (6) playing field testing and (7) operational product revision, (8) operational field testing, (9) final product revision, (10) Dissemination and distribution. Evaluation development used is the rubric feasibility assessment sheet using a Likert scale which is made in the form of a checklist and teacher response questionnaire as well as a questionnaire for expert validation. The technical data analysis used in this study is qualitative and quantitative data. The results of this study are as follows. First, the fact of learning in the field towards the development of learning evaluations by using Rubrics after going through the introduction and experiment stages of evaluating students by using rubrics, the teacher who initially did not understand the rubric now understood the rubric. can be seen from the difference in the average pre-test and post-test, namely 52.2 and 88.06. Second, the feasibility of Evaluation of Thematic Learning by using Rubric with 2 material expert Validator Tests of 94.28% and 2 education expert Validator tests of 95%. Third, the effectiveness of evaluating thematic learning by using Rubrics in small group trials was 86.67%, and large group tests were 85.04%.
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Saito, Daisuke, Risei Yajima, Hironori Washizaki, and Yoshiaki Fukazawa. "Validation of Rubric Evaluation for Programming Education." Education Sciences 11, no. 10 (October 19, 2021): 656. http://dx.doi.org/10.3390/educsci11100656.
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In evaluating the learning achievement of programming-thinking skills, the method of using a rubric that describes evaluation items and evaluation stages is widely employed. However, few studies have evaluated the reliability, validity, and consistency of the rubrics themselves. In this study, we introduced a statistical method for evaluating the characteristics of rubrics using the goal question metric (GQM) method. Furthermore, we proposed a method for measuring four evaluation results and characteristics obtained from rubrics developed using this statistical method. Moreover, we showed and confirmed the consistency and validity of the statistical method using the GQM method of the resulting developed rubrics. We show how to verify the consistency and validity of the rubric using the GQM method.
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Gorjipour, Hasneh, and Maedeh Hoseinpoor. "The Effects of Using Scoring Rubrics and Self-Regulation Strategies on the EFL Intermediate Students’ Reading Gains." International Journal of English Language Teaching 6, no. 1 (December 11, 2018): 20. http://dx.doi.org/10.5430/ijelt.v6n1p20.
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Rubrics are considered beneficial for both teaching and learning, especially when they are practiced as formativeassessment (Panadero & Jonsson, 2013). By applying self-regulation strategies together with reading based rubric,this study mainly intended to examine the effects of rubrics and self-regulation strategies on the Iranian learners'reading comprehension gains across gender. The participants of the study were 60 male and female EFL studentsselected based on their PET scores. Subsequently, a pretest of reading comprehension was administered to the groupsof experimental and control as well as male and female groups to determine their proficiency level. Then, theexperimental group underwent training on how to use reading rubric and self-regulation strategies. At the end of thecourse, the reading comprehension post-test was re-administered. The findings suggested that there was a statisticallysignificant difference between rubric-oriented classes in conjunction with learners’ use of self-regulation strategiesand rubric-free classes in terms of the students’ reading comprehension gains. Furthermore, the results showed thatthe male learners outperformed their female counterparts in utilizing self-regulation strategies and rubrics in readingcomprehension. Moreover findings suggested some theoretical and pedagogical implications for the languagelearners, teachers, and syllabus designers.
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Lee, Cheng-Yuan, and Todd Sloan Chener. "A Comprehensive Evaluation Rubric for Assessing Instructional Apps." Journal of Information Technology Education: Research 14 (2015): 021–53. http://dx.doi.org/10.28945/2097.
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There is a pressing need for an evaluation rubric that examines all aspects of educational apps designed for instructional purposes. In past decades, many rubrics have been developed for evaluating educational computer-based programs; however, rubrics designed for evaluating the instructional implications of educational apps are scarce. When an Internet search for existing rubrics was conducted, only two such rubrics were found, and the evaluation criteria used in those rubrics was not clearly linked to previously conducted research nor were their evaluative dimensions clearly defined. These shortcomings result in reviewers being unable to use those rubrics to provide teachers with a precise analysis of an educational app’s instructional potential. In response, this paper presents a comprehensive rubric with 24-evaluative dimensions tailored specifically to analyze the educational potential of instructional apps.
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Oakleaf, Megan Jane. "Using Rubrics to Collect Evidence for Decision-Making: What do Librarians Need to Learn?" Evidence Based Library and Information Practice 2, no. 3 (September 5, 2007): 27. http://dx.doi.org/10.18438/b8ws3w.
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Objective - Every day, librarians make decisions that impact the provision of library products and services. To formulate good decisions, librarians must be equipped with reliable and valid data. Unfortunately, many library processes generate vast quantities of unwieldy information that is ill-suited for the evidence based decision-making (EBDM) practices librarians strive to employ. As a result, librarians require tools that facilitate the translation of unmanageable facts and figures into data that can be used to support decision-making. One such tool is a rubric. Rubrics provide at least four major benefits to librarians seeking to use EBDM strategies and merit further investigation. To this end, this study examined 1) librarians’ ability to use rubrics as a decision facilitation tool, 2) barriers that might prevent effective rubric usage, and 3) training topics that address potential barriers.
Methods - This study investigated librarians’ use of rubrics as an EBDM tool to improve an online information literacy tutorial. The data for the study came from student responses to open-ended questions embedded in an online information literacy tutorial called LOBO used by first-year students in English 101 at North Carolina State University (NCSU). Fifteen academic librarians, five instructors, and five students applied rubrics to transform students’ textual responses into quantitative data; this data was statistically analyzed for reliability and validity using Cohen’s kappa. Participant comment sheets were also examined to reveal potential hurdles to effective rubric use.
Results - Statistical analysis revealed that a subset of participants included in this study were able to achieve substantially valid results. On the other hand some librarian participants included in the study were unable to achieve an expert level of validity. Non-expert participants alluded to roadblocks that interfered with their ability to provide quality data using rubrics.
Conclusions - Participant feedback can be categorized into six barriers that may explain why some participants could not attain expert status: 1) difficulty understanding an outcomes-based approach, 2) tension between analytic and holistic rubric structures, 3) failure to comprehend rubric terms, 4) disagreement with rubric assumptions, 5) difficulties with data artifacts, and 6) difficulties understanding local library context and culture. Each of these barriers can be addressed through training, and topics to maximize the usefulness of a rubric approach to EBDM are suggested.
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Kenworthy, Amy L., and George A. Hrivnak. "To Rubric or Not to Rubric." Journal of Management Education 38, no. 3 (April 8, 2014): 345–51. http://dx.doi.org/10.1177/1052562914530103.
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Luctkar-Flude, Marian, Deborah Tregunno, Rylan Egan, Kim Sears, and Jane Tyerman. "Integrating a learning outcomes assessment rubric into a deteriorating patient simulation for undergraduate nursing students." Journal of Nursing Education and Practice 9, no. 8 (April 28, 2019): 65. http://dx.doi.org/10.5430/jnep.v9n8p65.
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Background: Few studies have examined effective methods to prepare learners to participate in simulation-based learning experiences. Similarly, there is limited literature on valid, reliable assessment methods to determine whether clinical simulation learning outcomes have been met. We developed a learning outcomes assessment rubric to support self-regulated learning and assessment during presimulation preparation and debriefing.Methods: Fourth-year undergraduate nursing students enrolled in a critical care nursing course participated in two deteriorating patient simulations, one delivered in a traditional format, and the other using a new format incorporating a learning outcomes assessment rubric into presimulation preparation and debriefing. A descriptive survey evaluated learner perceived competence with deteriorating patients and satisfaction with the two simulations formats. Learner self-assessment data using the rubric was collected pre and post simulation.Results: Learner satisfaction with the deteriorating patient scenario and accompanying assessment rubric was very high. Learners were significantly more satisfied with the simulation scenario delivered using the new format which included the assessment rubric than with the standard format without the assessment rubric (p < .001). Learners valued the opportunity to identify their own learning needs, and reported increased competence in management of a deteriorating patient following the simulation (p < .001).Conclusions: Senior nursing students perceived that integration of learning outcomes assessment rubrics into simulation design enhanced their self-regulated learning and presimulation preparation. Further research is needed to explore presimulation preparation strategies and to validate rubrics used for summative assessment.
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Fegely, Alex, and Todd S Cherner. "A Comprehensive Rubric for Evaluating EduVR." Journal of Information Technology Education: Research 20 (2021): 137–71. http://dx.doi.org/10.28945/4737.
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Aim/Purpose: This article presents a comprehensive rubric for evaluating educational virtual reality experiences for mobile devices. The aim of this article is to systematically analyze research to address the quality of virtual reality experiences on mobile applications in order to extend the work of Lee and Cherner (2015) and their instructional application rubric. Background: Ratings in proprietary mobile application stores – The App Store and Google Play, etc. – are generic and do not provide meaningful evaluations of the virtual reality. This article utilizes research in the areas of virtual reality and education to present a comprehensive rubric for evaluating educational virtual reality for mobile applications, which continues to advance previously published, research-based rubrics. Methodology: The methodology uses a systematic process that spans multiple stages. The first stage was to locate pre-existing rubrics for virtual reality, followed by a review of literature focused on it. The third stage was to develop and vet a research-supported rubric for evaluating educational virtual reality. Contribution: The main contribution from this article is that it fills a gap in the literature by presenting a criterion-referenced, research-supported rubric for evaluating the quality of educational virtual reality for mobile devices (e.g., smartphones, tablets, and app-connected goggles). Findings: This paper’s findings include the domains, dimensions, and criterion-referenced Likert scale indicators in the form of rubric dimensions for evaluating educational virtual reality. The evaluative domains consist of (1) Positioning of the EduVR, (2) Avatar Level, (3) Virtual Environment, and (4) Virtual Experience. Recommendations for Practitioners: This rubric is a tool for instructional coaches, teacher educators, and instructional technologists to use when recommending virtual reality experiences for instructional purposes. Recommendation for Researchers: Researchers can use this tool to monitor the quality of educational virtual reality being developed for classroom use. They can also use this rubric to examine educational virtual reality experiences they would use in their studies and evaluate how those educational virtual reality experiences impact student learning, engagement, and collaboration. Impact on Society: We foresee this rubric being an aid in the development, selection, and purchase of educational virtual reality by educational institutions, educators, researchers, edtech developers, and edu-philanthropists, thus advancing the quality and expectations for educational virtual reality experiences. Future Research: Future researchers can further enhance the validity of this rubric by collecting large amounts of data from a diverse set of end users and stakeholders. Also, subsequent rubrics for evaluating augmented reality and extended reality comprise additional research avenues.
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Ward, Krista, Kathy Kinney, Rhina Patania, Linda Savage, Jamie Motley, and Monica Smith. "Development of a student grading rubric and testing for interrater agreement in a doctor of chiropractic competency program." Journal of Chiropractic Education 33, no. 2 (March 27, 2019): 140–44. http://dx.doi.org/10.7899/jce-18-9.
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Objective: Clinical competency is integral to the doctor of chiropractic program and is dictated by the Council of Chiropractic Education accreditation standards. These meta-competencies, achieved through open-ended tasks, can be challenging for interrater agreement among multiple graders. We developed and tested interrater agreement of a newly created analytic rubric for a clinical case-based education program. Methods: Clinical educators and research staff collaborated on rubric development and testing over four phases. Phase 1 tailored existing institutional rubrics to the new clinical case-based program using a 4-level scale of proficiency. Phase 2 tested the performance of the pilot rubric using 16 senior intern assessments graded by four instructors using pre-established grading keys. Phases 3 and 4 refined and retested rubric versions 1 and 2 on 16 and 14 assessments, respectively. Results: Exact, adjacent, and pass/fail agreements between six pairs of graders were reported. The pilot rubric achieved 46% average exact, 80% average adjacent, and 63% pass/fail agreements. Rubric version 1 yielded 49% average exact, 86% average adjacent, and 70% pass/fail agreements. Rubric version 2 yielded 60% average exact, 93% average adjacent, and 81% pass/fail agreements. Conclusion: Our results are similar to those of other rubric interrater reliability studies. Interrater reliability improved with later versions of the rubric likely attributable to rater learning and rubric improvement. Future studies should focus on concurrent validity and comparison of student performance with grade point average and national board scores.
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Gallardo, Katherina. "COMPETENCY-BASED ASSESSMENT AND THE USE OF PERFORMANCE-BASED EVALUATION RUBRICS IN HIGHER EDUCATION: CHALLENGES TOWARDS THE NEXT DECADE." Problems of Education in the 21st Century 78, no. 1 (February 12, 2020): 61–79. http://dx.doi.org/10.33225/pec/20.78.61.
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Rubrics are assessment guides for grading and giving feedback to students while demonstrating acquired knowledge and skills. In the last decades, rubrics have been all part of the most used learning evaluation tools in higher education. Its use is further well-related to competency-based assessment purposes. Nevertheless, criticism around design and application has been also implemented in certain reports. In order to understand rubrics’ evolution, practice, benefits, and trends, a systematic literature review on rubrics’ design and use has been conducted. Two databases were selected: Scopus and ProQuest Education. Two phases were determined: The first allowed to identify articles related to rubrics’ design and application for almost three decades. 584 articles were found. From these, most cited articles served to give a scope of rubric evolution and trends. The second phase permitted to identify design and use of performance-based evaluation rubrics from 2009 and 2019. Five terms and Boolean combinations were used. A total of 259 articles was found. After analyzing abstracts and content, 11 open access articles on performance-oriented rubric design and application were chosen. As a result, some facts and reflections on rubric design complexity are discussed towards responding to educational challenges related to competency-based assessment contemporary demands: integration of human learning domains going beyond cognition, authenticity, and interdisciplinarity as features that characterize learning design situations, follow students’ progression, educator’s preparation on assessment literacy for responding to CBA demands, and the involvement of experts of the work field in determining essential evaluation indicators as the main topics looking forward to the next decade. Keywords: competency-based assessment, competency-based education, higher education, learning taxonomy, rubric design.
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Rochmiyati, Rochmiyati. "MODEL PEER ASSESSMENT PADA PEMBELAJARAN KOLABORATIF ELABORASI IPS TERPADU DI SEKOLAH MENENGAH PERTAMA." Jurnal Penelitian dan Evaluasi Pendidikan 17, no. 2 (December 15, 2013): 333–46. http://dx.doi.org/10.21831/pep.v17i2.1704.
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Penelitian ini bertujuan untuk mengembangkan perangkat peer assessment pada pembelajaran kolaboratif IPS yang baik, valid, handal, dan fit yang dapat digunakan untuk melakukan penilaian kecakapan social siswa secara obyektif. Penelitian ini adalah untuk mengembangkan perangkat peer assessment kecakapan sosial yang disebut Rubrik Kecakapan Sosial. Perangkat pendukung adalah Jurnal Kecakapan Kognitif, Lembar Kendali Pembelajaran Kolaboratif, dan Rubrik Profil Keterlaksanaan. Subyek penelitian guru dan siswa kelas VIII (delapan) dari Sekolah Menengah Pertama. Data dianalisis dengan Structural Equation Modeling. Hasil penelitian menunjukkan bahwa Rubrik Kecakapan Sosial untuk mengukur kemampuan komunikasi, tanggung jawab individu, tanggung jawab terhadap kelompok, kerjasama dan kompetisi siswa. Hasil analisis rubrik kecakapan sosial, jurnal kecakapan kognitif dan lembar kendali pembelajaran kolaboratif dinyatakan valid dan reliabel. Hasil analisis menunjukkan bahwa konstruk Rubrik Kecakapan Sosial akurat, konstruk Jurnal Kecakapan Kognitif akurat, dan konstruk Rubrik Profil Model Peer Assessment akurat, dan model peer assessment mempunyai dampak positif pada peningkatan perolehan nilai rata-rata kelas pada kecakapan kognitif. Kata kunci: model, peer assessment, pembelajaran kolaboratif, elaborasi, IPS Terpadu______________________________________________________________ PEER ASSESSMENT MODEL ON COLLABORATIVE ELABORATION LEARNING FOR INTERDISCIPLINARY SOCIAL STUDIES IN THE JUNIOR HIGH SCHOOLSAbstract This study aims at developing instruments for peer assessment model on collaborative elaboration learning for Interdisciplinary Social Studies which are good, valid, reliable, and accurate, to guide teachers carrying out assessment for social skill objectively. This study is research and development to develop an instrument of peer assessment for social skills called Rubric for Student Social Skills. The supporting instruments are Journal for Student Cognitive Skills, Sheet for Control of Collaborative Learning and Rubric for Profile of Peer Assessment. The subjects of this study were teachers and pupils in the eighth grades of Junior High Schools. The data were analyzed by Structural Equation Modeling. The results of research show that Rubric for Student Social Skills measures commucation skill, individual responsibility, responsibility to group, cooperation and pupil competision. The analysis result shows that Rubric for Social Skill, Journal for Cognitive Skill, and Sheets of Control Collaborative Learning are valid and reliable. The result shows that the construct of Rubric for Social Skill accurate, the construct of Journal for Cognitive Skill are accurate, and the construct of Rubric for Profil Peer Assessment accurate, and model of peer assessment have positive impact on increasing the average score on cognitive skill.Keywords : model, peer assessment, collaborative, elaboration, interdisciplinary social studies
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Hermawan, Hermawan, Parsaoran Siahaan, Endi Suhendi, Ida Kaniawati, Achmad Samsudin, Anggi Hanif Setyadin, and Syarif Rokhmat Hidayat. "Desain Instrumen Rubrik Kemampuan Berkolaborasi Siswa SMP dalam Materi Pemantulan Cahaya." Jurnal Penelitian & Pengembangan Pendidikan Fisika 3, no. 2 (December 11, 2017): 167–74. http://dx.doi.org/10.21009/1.03207.
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Abstract
This study aims to develop a rubric of students' collaboration skills in junior high school on light reflection materials. The collaboration skills are one of the important competencies of the 21st century so that teachers in the field must have their rubric to measure students' collaboration skills. The rubric is based on the adaptation and modification of the collaboration skills section of the International Reading Association (IRA) (2005). The research method used is the method of research and development of 4D (define, design, develop and disseminate) 2D (restricted and design) design model. Aspects that are adapted and modified are contributions, time management, problem solving, working with others and research techniques that are trained on the activity of light reflecting material. Each aspect is given a score of 1 - 4 with 1 (less), 2 (sufficient), 3 (good) and 4 (excellent). Through the define and design stage, a collaboration scoring rubric for junior high school students has been developed in light reflection materials based on adaptation and modification of the collaboration skills framework of the International Reading Association (IRA) (2005).
Keywords: collaboration skills, collaboration rubric skills, group investigation.
Abstrak
Penelitian ini bertujuan untuk mengembangkan rubrik penilaian kemampuan berkolaborasi siswa SMP terkait materi pemantulan cahaya. Kemampuan berkolaborasi adalah salah satu kompetensi penting abad ke-21 sehingga guru di lapangan harus memiliki rubrik tersendiri untuk mengukur kemampuan berkolaborasi siswa. Rubrik disusun berdasarkan adaptasi dan modifikasi rubrik kemampuan berkolaborasi dari International Reading Association (IRA) (2005). Metode penelitian yang digunakan adalah metode penelitian dan pengembangan model intruksional 4D (define, design, develop and disseminate) yang dibatasi hanya 2D (define and design). Aspek yang diadaptasi dan dimodifikasi yaitu kontribusi, manajemen waktu, pemecahan masalah, bekerja dengan orang lain dan teknik penyelidikan yang dilatihkan pada kegiatan percobaan pemantulan cahaya. Setiap aspek diberi skor 1 - 4 dengan keterangan 1 (kurang), 2 (cukup), 3 (baik) dan 4 (sangat baik). Melalui tahap define dan design yang dilakukan, telah dikembangkan rubrik penilaian kemampuan berkolaborasi untuk siswa SMP dalam materi pemantulan cahaya berdasarkan adaptasi dan modifikasi rubrik kemampuan berkolaborasi dari International Reading Association (IRA) (2005).
Kata-kata Kunci: kemampuan berkolaborasi, rubrik kemampuan berkolaborasi, grup investigasi.
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Hauk, Shandy, and Joyce Kaser. "A Search to Capture and Report on Feasibility of Implementation." American Journal of Evaluation 41, no. 1 (October 17, 2019): 145–55. http://dx.doi.org/10.1177/1098214019878784.
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This brief report describes the conception, development, and use of a rubric in evaluating the feasibility of a new program. The evaluators searched for a meta-analytic tool to help organize ideas about what data to collect, and why, in order to create a detailed story of feasibility of implementation for the client. The main advantage of using the rubric-based tool is that it lays out key evaluative criteria that are defined as concretely as possible. The article gives a brief overview of the literature on the use of rubrics in evaluation, illustrates the use of a feasibility of implementation rubric as a tool for development, analysis, and reporting, and concludes with recommendations emergent from the use of the rubric.
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Wati, Widya, and Novianti Novianti. "Pengembangan Rubrik Asesmen Keterampilan Proses Sains pada Pembelajaran IPA SMP." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 5, no. 1 (April 27, 2016): 131. http://dx.doi.org/10.24042/jpifalbiruni.v5i1.113.
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This study aims to (1) develop an assessment rubric of science process skills in science teaching junior high. (2) Toknow the process for validation of the assessment rubric developed science process skills. (3) To know the response of educators to the rubric assessment of science process skills that developed.This is a research (R & D) with the procedural model that adapts the research procedures according to Borg and Gall to do more simple with 7 stages, namely (1) the potentials and problems, (2) the collection of information, (3) the design of the product, (4) design validation, (5) design revision, (6) test the product, and (7) the revision of the product. Assessment instruments used were the feasibility assessment sheet section by using a Likert scale is made in the form of a checklist and a questionnaire teacher responses as same as a questionnaire for validation expert. Technical analysis of the data used in this study used qualitative and quantitative data. The results of this study: (1) an assessment rubric science process skills in science teaching junior high. (2) the feasibility of PPP assessment rubric developed by first and second experts is excellent, with a score after revision respectively 83.33% and 81.94%. Response science teacher at the trial product is very good with a score of 3.67. The results of this study indicate that the PPP assessment rubric developed can be used as a guideline to assess students' skills.Penelitian ini bertujuan (1) Mengembangkan rubrik asesmen keterampilan proses sains pada pembelajaran IPA SMP. (2) Mengetahui proses validasi rubrik asesmen keterampilan proses sains yang dikembangkan. (3) Mengetahui respon pendidik terhadap rubrik asesmen keterampilan proses sains yang dikembangkan.Penelitian ini merupakan penelitian (R&D) dengan model prosedural yang mengadaptasi prosedur penelitian menurut Borg and Gall yang dapat dilakukan lebih sederhana yaitu dengan 7 tahapan yaitu (1) potensi dan masalah, (2) pengumpulan informasi, (3) desain produk, (4) validasi desain, (5) revisi Desain, (6) uji coba produk, dan (7) revisi produk. Instrumen penilaian yang digunakan adalah lembar penilaian kelayakan rubrik dengan menggunakan skala likert yang dibuat dalam bentuk checklist dan angket respon guru sama seperti angket untuk validasi ahli. Teknis analisis data digunakan yang digunakan pada penelitian ini data kualitatif dan kuantitatif. Hasil penelitian ini : (1) rubrik asesmen keterampilan proses sains pada pembelajaran IPA SMP. (2) kelayakan rubrik asesmen KPS yang dikembangkan menurut ahli 1, dan ahli 2 sangat baik dengan skor setelah revisi masing-masing sebesar 83,33% dan 81,94%. Respon guru IPA pada uji coba produk adalah sangat baik dengan skor 3,67. Hasil penelitian ini menunjukkan bahwa rubrik asesmen KPS yang dikembangkan dapat digunakan sebagai salah satu pedoman untuk menilai keterampilan siswa.
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Ernawati, Ernawati. "PENINGKATAN KOMPETENSI GURU DALAM MENYUSUN RUBRIK PENILAIAN MELALUI PEMBINAAN TERSTRUKTUR (Penelitian Tindakan di SDN 1 Cempaka Lampung Utara)." Pedagogia: Jurnal Ilmiah Pendidikan Dasar Indonesia 2, no. 1 (September 13, 2020): 97–106. http://dx.doi.org/10.52217/pedagogia.v2i1.542.
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One of the important tasks of the teacher is conducting research. The research developed at this time is the Class Research Model. But the reality on the ground, the assessment of learning outcomes is still very poorly adjusted. This is due to research conducted by teachers currently not using the assessment rubric. Therefore, it is necessary to have an effort to improve teacher competency in compiling assessment rubrics so that research meets the expected requirements. The problem in this study is how to improve the competence of teachers in grades IV, V, VI teaching Indonesian North Lampung in compiling assessment rubrics. To improve teacher competency in compiling the rubric of assessment, there needs to be structured coaching. Structured coaching is coaching that is carried out in a planned and ongoing manner, this research is a school action research. In this action research using repetitive cycles. Each cycle there are four stages, namely planning, implementing action, observation-evaluation, and reflection. The results showed that increasing teacher competency in compiling assessment rubrics could be improved through structured coaching. Structured guidance referred to in this study, is guidance (MGMP/KKG) activities. Based on the results of observations and evaluations of the cycle, it can be obtained that the assessment rubric prepared by the teacher is increasing. This is indicated by the average value of the results of the assessment rubric.
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Martens, Krystin S. R. "Rubrics in program evaluation." Evaluation Journal of Australasia 18, no. 1 (March 2018): 21–44. http://dx.doi.org/10.1177/1035719x17753961.
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Rubrics are well-established tools used in a variety of educational settings, such as student assessment, teacher performance, and curriculum review. This study investigates the extent to which and how rubrics are being used in program evaluation. After exploring the background, or etymology, of the word rubric, a review of literature is conducted. Results reveal that rubric use in program evaluation is relatively rare, although increasing. Rubrics are predominately used in education and health program evaluation to transform data from one form to another, to characterize organizational functioning, and to derive explicitly evaluative conclusions. Program evaluators use rubrics during data collection and data analysis study phases, and to synthesizing findings into conclusions. This paper is the first systematic study of the use of rubrics in program evaluation. It presents a picture of how program evaluation practitioners and scholars are using or discussing rubrics.
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Subramaniam, Bhavarita, Azlina Abdul Aziz, and Mohd Effendi Ewan Mohd Matore. "Need analysis on the usage of multimodal reading assessment among secondary school teachers." Linguistics and Culture Review 5, S1 (December 13, 2021): 1632–39. http://dx.doi.org/10.21744/lingcure.v5ns1.1985.
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Strategically developed assessment rubrics are essential to ascertain fair and consistent assessment grading. Nevertheless, devising assessment rubrics poses certain drawbacks as scores that determine students’ capability are awarded holistically. In order to assure that students’ grades indeed reflect their current capability and to provide effective feedback on aspects that demand improvement, rubrics must accurately evaluate and measure the performances displayed by students. Hence, this study identified the suitability and acceptability of multimodal reading assessment upon assessing reading skills among secondary school students. This study, which involved English language teachers from several schools located across Negeri Sembilan, Malaysia, had adopted the survey research method to design a multimodal reading assessment rubric and to obtain teachers’ views on multimodal reading and viewing (MMRV). The study outcomes signified that although the teachers acknowledged and were aware of the advantages of applying MMRV, the absence of such rubric that specifically assesses MMRV seemed to limit this practice in classroom. This study concludes that it is imperative to formulate a comprehensive MMRV-based rubric to enable teachers assess their students’ reading skills in a more accurate manner.
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Latimer, Marvin E., Martin J. Bergee, and Mary L. Cohen. "Reliability and Perceived Pedagogical Utility of a Weighted Music Performance Assessment Rubric." Journal of Research in Music Education 58, no. 2 (June 30, 2010): 168–83. http://dx.doi.org/10.1177/0022429410369836.
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The purpose of this study was to investigate the reliability and perceived pedagogical utility of a multidimensional weighted performance assessment rubric used in Kansas state high school large-group festivals. Data were adjudicator rubrics ( N = 2,016) and adjudicator and director questionnaires ( N = 515). Rubric internal consistency was moderately high (.88). Dimension reliability ranged from moderately low ( W = .47) to moderate ( W = .77). Total score reliability was moderately high ( W = .80) and rating reliability was moderate ( W = .72). Findings suggested that reliability on the whole was within the range of previously researched music performance assessment tools. Questionnaire results suggested that the rubric provided a better instrument for justifying ratings and more detailed descriptions of what constituted acceptable performances than previously researched nonrubric forms; hence, adjudicators and directors perceived the rubric as possessing improved pedagogical utility.
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Grady, Erin C., Adam Roise, Daniel Barr, Douglas Lynch, Katherine Bao-Shian Lee, Timothy Daskivich, Amar Dhand, and Paris D. Butler. "Defining Scholarly Activity in Graduate Medical Education." Journal of Graduate Medical Education 4, no. 4 (December 1, 2012): 558–61. http://dx.doi.org/10.4300/jgme-d-12-00266.1.
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Abstract Background Scholarly activity is a requirement for accreditation by the Accreditation Council for Graduate Medical Education. There is currently no uniform definition used by all Residency Review Committees (RRCs). A total of 6 of the 27 RRCs currently have a rubric or draft of a rubric to evaluate scholarly activity. Objective To develop a definition of scholarly activity and a set of rubrics to be used in program accreditation to reduce subjectivity of the evaluation of scholarly activity at the level of individual residency programs and across RRCs. Methods We performed a review of the pertinent literature and selected faculty promotion criteria across the United States to develop a structure for a proposed rubric of scholarly activity, drawing on work on scholarship by experts to create a definition of scholarly activity and rubrics for its assessment. Results The literature review showed that academic institutions in the United States place emphasis on all 4 major components of Boyer's definition of scholarship: discovery, integration, application, and teaching. We feel that the assessment of scholarly activity should mirror these findings as set forth in our proposed rubric. Our proposed rubric is intended to ensure a more objective evaluation of these components of scholarship in accreditation reviews, and to address both expectations for scholarly pursuits for core teaching faculty and those for resident and fellow physicians. Conclusion The aim of our proposed rubric is to ensure a more objective evaluation of these components of scholarship in accreditation reviews, and to address expectations for scholarly pursuits for core teaching faculty as well as those for resident and fellow physicians.
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Hakim, Arip Rahman, and Gunawan Ikhtiono. "Pesan Dakwah Pada Rubrik Oase Depok Pos." Komunika: Journal of Communication Science and Islamic Dakwah 5, no. 1 (June 30, 2021): 20. http://dx.doi.org/10.32832/komunika.v5i1.5419.
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<p>Oase rubric is a rubric that contains writings about the wisdom of the story of the prophet Muhammad SAW (Sirah Nabawiyah), Companions of the Prophet, and the like. In addition, the Oase Rubric also contains knowledge about religion ranging from issues of life and the Islamic way of life, which are studied in written form to attract readers and apply them in everyday life. The contents of the da'wah message in this rubric are the goal to be analysed by the author through the da'wah message delivered in creed, morals and sharia.<strong> </strong>Based on the statement above, the question arises: a. What are the da'wah messages shown in the Depok oasis rubric? What preaching message is more dominant in the Depok post oasis rubric?<strong> </strong>In this study, the authors used a content analysis method, using a qualitative approach. By analysing each paragraph, then put into several subcategories and examine the contents of the message contained therein. Of the 11 propaganda messages in the Depok Post Oase Rubric sample dated January 9, 2019, to May 27, 2019, all received propaganda messages that can not be separated from the message of Aqidah, Morals, and Sharia. In the form of an invitation, the researcher can conclude that the Oase news on Depok Pos contains messages of preaching in invitations, warnings and Sirah Nabawiyyah (Story of the Prophet). The more dominant among the three messages of preaching is the message of preaching Sharia, where there are five pages of preaching (news) and 48 paragraphs in it<em>.</em></p><p><em></em><strong>Abs</strong><strong>trak</strong></p><p>Rubrik Oase adalah rubrik yang berisi tulisan-tulisan tentang hikmah kisah Nabi Muhammad SAW (Sirah Nabawiyah), Sahabat Nabi, dan sejenisnya. Selain itu, Rubrik Oase juga memuat pengetahuan tentang agama mulai dari masalah kehidupan dan pandangan hidup Islami yang dikaji dalam bentuk tulisan untuk menarik minat pembaca dan menerapkannya dalam kehidupan sehari-hari. Isi pesan dakwah dalam rubrik ini menjadi tujuan yang ingin dianalisis penulis melalui pesan dakwah yang disampaikan dalam kategori akidah, akhlak dan syariah. Berdasarkan pernyataan di atas, timbul pertanyaan: a. Apa saja pesan dakwah yang disampaikan dalam rubrik oasis depok? Pesan dakwah apa yang lebih dominan dalam rubrik depok post oasis? Dalam penelitian ini penulis menggunakan metode analisis isi, dengan menggunakan pendekatan kualitatif. Dengan menganalisis setiap paragraf kemudian dimasukkan ke dalam beberapa sub kategori dan menganalisis isi pesan yang terkandung di dalamnya. Dari 11 pesan dakwah dalam sampel Rubrik Oase Depok Post tanggal 9 Januari 2019 sampai dengan 27 Mei 2019 semuanya mendapatkan pesan dakwah yang tidak lepas dari pesan Aqidah, Akhlak, dan Syariah. Dalam bentuk ajakan, peneliti dapat menyimpulkan bahwa berita Oase di Depok Pos mengandung pesan dakwah berupa ajakan, peringatan dan Sirah Nabawiyyah. Yang lebih dominan diantara ketiga pesan dakwah tersebut adalah pesan dakwah Syariah dimana terdapat 5 halaman dakwah (berita), dan memuat 48 paragraf didalamnya.</p>
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Eshun, Eric F., and Patrick Osei-Poku. "Design Students Perspectives on Assessment Rubric in Studio-Based Learning." Journal of University Teaching and Learning Practice 10, no. 1 (January 1, 2013): 97–110. http://dx.doi.org/10.53761/1.10.1.8.
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This study examined students’ perspectives on the use of assessment criteria and rubrics in graphic design studio at Kwame Nkrumah University of Science and Technology, Ghana. This assessment strategy was introduced with the desire to improve students’ participation and involvement in studiobased learning programme. At the end of the semester, a questionnaire was used to gather responses from a sample of 108 students about their opinions on the use of assessment rubric. Analyses of the data collected demonstrate that students were generally positive about the use of rubric in the peer assessment process. Descriptive statistics showed that 86% of the students agreed that assessment criteria helped them in their learning; they found the peer assessment process as a valuable learning experience and 46% contended that they needed training in the use of assessment rubric. The results further suggest 89% of the respondents agreed that the use of assessment rubric enabled them to socially interact. The conclusion drawn from the evidence is that using assessment rubric directed learning activities and can have positive implications for the learning experience in studio-based learning.
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Hudha, Muhammad Nur, Sudi Dul Aji, Yohana Susana Wolla Baga, and Arief Rahman Hakim. "E-Rubric Kerja Ilmiah dengan Menggunakan Model Pembelajaran Inkuiri Terhadap Efektifitas Proses Pembelajaran." Jurnal Inspirasi Pendidikan 8, no. 2 (September 5, 2018): 77–84. http://dx.doi.org/10.21067/jip.v8i2.2644.
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Rubrik merupakan suatu perangkat penilaian yang cocok digunakan dalam penilaian bertingkat dan bertahap. Pengembangan e-rubric kerja ilmiah dengan menggunakan model inkuiri sangat cocok untuk mengatasi efisiensi proses penilaian kerja ilmiah siswa. Penelitian ini merupakan jenis penelitian deskriptif. Instrumen yang digunakan dalam penelitian ini adalah menggunakan observasi, wawancara, dan angket. Hasil dari penelitian ini adalah pembelajaran menggunakan model pembelajaran inkuiri berbantuan aplikasi e-rubric sangat efektif dalam menilai kerja ilmiah siswa selama proses pembelajaran berlangsung.
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O'Donnell, Jean A., Marnie Oakley, Stephan Haney, Paula N. O'Neill, and David Taylor. "Rubrics 101: A Primer for Rubric Development in Dental Education." Journal of Dental Education 75, no. 9 (September 2011): 1163–75. http://dx.doi.org/10.1002/j.0022-0337.2011.75.9.tb05160.x.
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Soulis, Dimitrios. "Miasmatic Rubric: Concept and Applications." Homœopathic Links 31, no. 04 (December 2018): 229–33. http://dx.doi.org/10.1055/s-0038-1677546.
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Background The aim of this study is to distinguish repertory rubrics where at least one miasm has a significantly higher prevalence amongst the remedies included. Methods Sankaran's 10 miasm classification has been used where each remedy belongs only to one miasm. In this study, 14,486 rubrics from Schroyens ‘synthesis’ repertory were included; each one has 11 remedies at least. Pearson's chi-square test was applied to each rubric comparing the observed distribution of remedies amongst miasms to the expected one (based on the distribution of remedies amongst the whole population of rubrics). Results Total 536 rubrics were identified to be significantly different regarding the observed count of remedies in each miasm compared with the expected one. Conclusions Some of the ‘miasmatic rubrics’ identified refer to symptoms closely related to the miasm definitions and some of them do not. The latter category can give us more insight into the concept of each miasm by associating it with symptoms not currently included in miasmatic theory.
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Kalra, Bharti, and Mangesh Tiwaskar. "Rubric Karma." Journal of Social Health and Diabetes 07, no. 01 (June 2019): 041–42. http://dx.doi.org/10.1055/s-0039-1692373.
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Wardhani, Ariani. "IDENTITAS DAN VISUALISASI PEREMPUAN URBAN INDONESIA DALAM KOMUNIKASI MELALUI MAJALAH FEMINA." Jurnal Dimensi DKV Seni Rupa dan Desain 2, no. 1 (April 1, 2017): 89–103. http://dx.doi.org/10.25105/jdd.v2i1.1881.
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AbstractIdentity and Visualization of Indonesian Urban Women in Femina Magazine Comunication. Femina is a magazine that represents Indonesian women, especially in Jakarta. Femina magazine has been established since 1972 and up to today it is still the preferred magazine by urban women in Indonesia. Fashion (mode) rubric is one of the rubrics that are anticipated by the reader because this rubric presents the most recent lifestyle trend. Fashion (mode) is an inseparable part from women. The identity of urban women in Indonesia could be seen from the symbols that could be found on the mode rubric of the Femina magazine. Analysis through visual data has been carriedout by using symbols that are present on mode rubric of Femina magazine. All of the signs that represent urban women in Indonesia is related and organized into a social domination which present in the community. As a product of visual culture, fashion posses various outlooks, from visual point of view and social facts that occur in the daily life. Analysis of social semiotics was performed using Van Leeuwen’s method used to analyze modality in a multimodal text. The role of identity and representation become the foundation in the outlook of technology shift from printed to digital form of the magazine. The visual strength on Femina magazine possesses collaboration in the representative formulation and identity with the influence of Indonesian urban women. Massively and arbitrarily media presented image regarding women to the generalpublic. The long reach of media enables it to distribute such women images to multiple places and finally produced the view AbstrakIdentitas dan Visualisasi Perempuan Urban Indonesia dalam Komunikasi Melalui Majalah Femina. Femina adalah majalah yang mewakili para perempuan Indonesia terutama di Jakarta. Majalah Femina telah hadir untuk perempuan Indonesia dari tahun 1972 dan sampai saat ini masih menjadi pilihan para perempuan urban di Indonesia. Rubrik mode merupakan salah satu rubrik yang dinanti oleh para perempuan, karenarubrik tersebut menyajikan tentang gaya hidup terkini. Mode merupakan bagian yang tidak dapat dipisahkan dari para perempuan. Identitas perempuan urban di Indonesiadapat dilihat dari tanda-tanda yang terdapat pada rubrik mode majalah Femina. Pembedahan secara visual dilakukan dengan melihat tanda-tanda yang terdapat pada rubrik mode majalah Femina. Keseluruhan tanda-tanda representasi sosok perempuan urban di Indonesia dihubungkan dan diorganisasikan ke dalam bentuk dominasi sosialyang terdapat pada masyarakat. Sebagai produk budaya visual, rubrik mode memilikipandangan dari segi visual dan fakta sosial yang terjadi di sekitarnya.Analisis semiotika sosial dengan pandangan Van Leuween digunakan untuk menganalisis modalitas dalam teks multimodal.Peran identitas diri dan representasi menjadi dasar dalam memandang perubahan teknologi dari majalah cetak ke digital.Kekuatan visual pada majalah Femina memiliki kolaborasi dalam pembentukan representasi dan identitas diri dengan pengaruh perempuan urban Indonesia.Media secara massif dan arbitrer menampilkan citra mengenai perempuan kepada khalayak ramai. Jangkauan media yang luas memampukan media menyebarkan citra yang sama mengenai perempuan ke banyak tempat dan pada akhirnya menyebabkan kesamaan pandangan masyarakat mengenai identitas perempuan.
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Al-Shayeb, Abdelhafez Q. "The Effect of Score Resolution Method among Evaluators' Ratings of Writing Tasks and Number of Scoring Rubric Categories on the Operational Score." Journal of Educational and Psychological Studies [JEPS] 7, no. 2 (March 1, 2013): 226. http://dx.doi.org/10.24200/jeps.vol7iss2pp226-237.
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The study aimed at investigating the reliability indices of the operational score calculated by three different methods of score resolution among evaluators' ratings of a writing task (the averaged score of the original ratings, the averaged score of the expert rating and the original ratings, the averaged score of the expert rating and the closest rating of the original ratings). Two scoring rubrics (five categories, seven categories) were used. The effect of score resolution method was examined, and scoring rubric in the operational score calculated in one of the above mentioned methods. Data were obtained from the answers of 232 male and female teachers to a previously developed writing task. The writings were blindly assessed by six raters using the two pre-developed scoring rubrics. The results revealed differences among reliability indices due to the resolution method used to calculate the operational score regardless of the scoring rubric being used. Repeated measures ANOVA with between-subjects factor revealed significant main effect of both factors i.e., score resolution method, and scoring rubric in the calculated operational score using one of the aforementioned resolution methods.
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Janssen, Gerriet, Valerie Meier, and Jonathan Trace. "Building a better rubric: Mixed methods rubric revision." Assessing Writing 26 (October 2015): 51–66. http://dx.doi.org/10.1016/j.asw.2015.07.002.
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Bukhari, Nurliyana, Jamilah Jamal, Adibah Ismail, and Jauriyah Shamsuddin. "ASSESSMENT RUBRIC FOR RESEARCH REPORT WRITING: A TOOL FOR SUPERVISION." Malaysian Journal of Learning and Instruction 18, No.2 (July 30, 2021): 1–43. http://dx.doi.org/10.32890/mjli2021.18.2.1.
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Purpose – Assessment rubric often lacks rigor and is underutilized. This article reports the effectiveness of the use of several assessment rubrics for a research writing course. Specifically, we examined students’ perceived changes and observed changes in their Chapter 1 thesis writing as assessed by supervisors using an existing departmental rubric and a new task-specific rubric. Methodology – Using action research methodology, two of the authors played active roles as the course supervisors, i.e., the practitioners. Two final year undergraduate students from a communication department (one from each supervisor) participated by writing three drafts of the first chapter of their research: (1) without a rubric, (2) with an existing departmental rubric, and (3) with a revised rubric. We collected artefacts of students’ writing drafts; students’ interviews; and supervisors’ reflections over the course of four months. We employed content analysis to evaluate students’ writing, while thematic analysis to analyze the students’ semi-structured interview and supervisors’ reflections. Findings – The findings suggest substantial improvements between the three drafts of students’ writing. Each student-supervisor pair acknowledged the improvements in the student’s writing after the introduction of the departmental rubric. With the newly revised rubric, they noted additional and more specific improvements especially in the scope of literature searches, problem statements, formulation of research questions, and operational definitions of variables; more generally, they also indicated improvements in the clarity of writing by using examples and providing relevant explanations tailored to the research topics. Significance – With effective scaffolding in supervision, students will regulate their learning and assess the quality of their own research report writing. We demonstrated the importance and benefits of a properly designed and validated rubric tailored to the program and course objectives to help students improve their writing drafts. Collective collaboration and input-sharing from faculty and instructors in developing and improving a rubric specific to the course and program objectives will produce quality assignments, provide constructive learning experiences for students, and achieve better grading for the program and department.
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Reid, Katharine J., Neville G. Chiavaroli, and Justin L. C. Bilszta. "Assessing a Capstone Research Project in Medical Training: Examiner Consistency Using Generic Versus Domain-Specific Rubrics." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052210818. http://dx.doi.org/10.1177/23821205221081813.
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Rubrics are utilized extensively in tertiary contexts to assess student performance on written tasks; however, their use for assessment of research projects has received little attention. In particular, there is little evidence on the reliability of examiner judgements according to rubric type (general or specific) in a research context. This research examines the concordance between pairs of examiners assessing a medical student research project during a two-year period employing a generic rubric followed by a subsequent two-year implementation of task-specific rubrics. Following examiner feedback, and with consideration to the available literature, we expected the task-specific rubrics would increase the consistency of examiner judgements and reduce the need for arbitration due to discrepant marks. However, in contrast, results showed that generic rubrics provided greater consistency of examiner judgements and fewer arbitrations compared with the task-specific rubrics. These findings have practical implications for educational practise in the assessment of research projects and contribute valuable empirical evidence to inform the development and use of rubrics in medical education.
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Marshman, Emily, Ryan Sayer, Charles Henderson, Edit Yerushalmi, and Chandralekha Singh. "The challenges of changing teaching assistants’ grading practices: Requiring students to show evidence of understanding." Canadian Journal of Physics 96, no. 4 (April 2018): 420–37. http://dx.doi.org/10.1139/cjp-2017-0030.
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Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students’ approaches to problem solving and learning. Physics education research recommends grading practices that encourage students to provide evidence of understanding via explication of the problem-solving process. However, TAs may not necessarily grade in a manner that encourages students to provide evidence of understanding in their solutions. Within the context of a semester-long TA professional development course, we investigated whether encouraging TAs to use a grading rubric that appropriately weights the problem-solving process and having them reflect upon the benefits of using such a rubric prompts TAs to require evidence of understanding in student solutions. We examined how the TAs graded realistic student solutions to introductory physics problems before they were provided a rubric, whether TAs used the rubric as intended, whether they were consistent in grading similar solutions, and how TAs’ grading criteria changed after discussing the benefits of a well-designed rubric. We find that many TAs typically applied the rubric consistently when grading similar student solutions, but did not require students to provide evidence of understanding. TAs’ written responses, class discussions, and individual interviews suggest that the instructional activities involving the grading rubrics in this study were not sufficient to change their grading practices. Interviews and class discussions suggest that helping TAs value a rubric that appropriately weights the problem-solving process may be challenging partly due to the TAs’ past educational experiences and the departmental context.
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Van Ginkel, Stan, Ramona Laurentzen, Martin Mulder, Asko Mononen, Janika Kyttä, and Mika J. Kortelainen. "Assessing oral presentation performance." Journal of Applied Research in Higher Education 9, no. 3 (July 3, 2017): 474–86. http://dx.doi.org/10.1108/jarhe-02-2016-0012.
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Purpose The purpose of this paper is to design a rubric instrument for assessing oral presentation performance in higher education and to test its validity with an expert group. Design/methodology/approach This study, using mixed methods, focusses on: designing a rubric by identifying assessment instruments in previous presentation research and implementing essential design characteristics in a preliminary developed rubric; and testing the validity of the constructed instrument with an expert group of higher educational professionals (n=38). Findings The result of this study is a validated rubric instrument consisting of 11 presentation criteria, their related levels in performance, and a five-point scoring scale. These adopted criteria correspond to the widely accepted main criteria for presentations, in both literature and educational practice, regarding aspects as content of the presentation, structure of the presentation, interaction with the audience and presentation delivery. Practical implications Implications for the use of the rubric instrument in educational practice refer to the extent to which the identified criteria should be adapted to the requirements of presenting in a certain domain and whether the amount and complexity of the information in the rubric, as criteria, levels and scales, can be used in an adequate manner within formative assessment processes. Originality/value This instrument offers the opportunity to formatively assess students’ oral presentation performance, since rubrics explicate criteria and expectations. Furthermore, such an instrument also facilitates feedback and self-assessment processes. Finally, the rubric, resulting from this study, could be used in future quasi-experimental studies to measure students’ development in presentation performance in a pre-and post-test situation.
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K. Morton, Jason, Maria Northcote, Peter Kilgour, and Wendy A. Jackson. "Sharing the construction of assessment rubrics with students: A Model for collaborative rubric construction." Journal of University Teaching and Learning Practice 18, no. 4 (October 1, 2021): 98–111. http://dx.doi.org/10.53761/1.18.4.9.
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Traditionally, rubrics were used simply as grading tools to provide marking frameworks that were transparent to students. More recently, rubrics have been promoted as educational tools to inform students of good practice with the assumption that they engage with these rubrics to guide their learning. However, some tensions arise from this approach, including the assumption that students actually engage with assessment rubrics and, most notably, whether students understand the purpose of rubrics and the language used within. In response, this paper promotes the practice of teachers involving their students in the co-construction of rubrics by presenting a Model of Collaborative Rubric Construction. This Model was informed by an extensive literature review, advice from international assessment experts, and both qualitative and quantitative data from students and teachers who worked in partnership to coconstruct and use assessment rubrics across three higher education institutions. The Model, structured as three-tiers, offers background information about rubrics and their co-construction, strategies to guide collaboration in the rubric co-construction process, and shared scholarship associated with the project (i.e., research methods, recommendations for practice, and relevant references and publications) in which the Model was developed.
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Syahidah, Ummu, and Faujia Umasugi. "A DESIGN OF SPEAKING ASSESSMENT RUBRIC FOR ENGLISH IMMERSION CAMP." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 10, no. 1 (May 20, 2021): 31–46. http://dx.doi.org/10.26618/exposure.v10i1.4708.
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The aim of this mix-method study is to design a speaking assessment rubric for an English Immersion Camp (EIC) program in Muhammadiyah University of North Maluku called UMMU English Immersion Camp (UEIC). In UEIC, there were seven activities applied for triggering the participants to continuously speak English during the program (see Syahidah, Umasugi, Buamona, 2019). However, the program did not have a proper assessment form to measure the UEIC participants’ speaking development. Therefore, this study was administered to design the assessment in the form of a speaking rubric. Three instruments were used to gather the data for designing the rubric. Interviews were adminstered to two experts of English language assessment who have been having years of experince in teaching English at the university. Document analyses were done to analyze the UEIC syllabus from previous studies and speaking rubrics from various sources to make a match between the design of the assessment instrument with the UEIC achievement targets, objectives, materials, and learning techniques. Observations were conducted by four observers who were fasilitators at the UEIC to measure the participants’ speaking progress. Data from obervations were used to test the validity and reliability of the rubric. The speaking assessment rubric was designed based on the steps of designing speaking assessment proposed by O’Malley and Pierce (1996) which are identifying the purposes of speaking assessment, planning speaking assessment, developing speaking test rubric and setting standards. The rubric contained ten items divided into six aspects of speaking assessments namely (1) grammar, (2) vocabulary, (3) pronunciation, (4) fluency, and (5) comprehenesibility respectively represented into two items, and (6) accuracy measured by three items. Moreover, the validity and reliability analyses showed that the rubric containing 10 items were valid and reliable because all values needed have reached the theoretical standard value for validity and reliability of a speaking test instrument.
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Saito, Daisuke, Shota Kaieda, Hironori Washizaki, and Yoshiaki Fukazawa. "Rubric for Measuring and Visualizing the Effects of Learning Computer Programming for Elementary School Students." Journal of Information Technology Education: Innovations in Practice 19 (2020): 203–27. http://dx.doi.org/10.28945/4666.
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Aim/Purpose: Although many computer science measures have been proposed, visualizing individual students’ capabilities is difficult, as those measures often rely on specific tools and methods or are not graded. To solve these problems, we propose a rubric for measuring and visualizing the effects of learning computer programming for elementary school students enrolled in computer science education (CSE), which is independent of the programming language being used. Background: In this research, we proposed a rubric based on existing CSE standards and criteria having a programming education-learning goal. We then applied this rubric to actual lessons to visualize the educational effects. Methodology: The proposed new rubric for teaching computer programming, based on existing standards and criteria, was applied to fourth- and sixth-grade students in Japan. We assessed which skills were cultivated through quizzes before and after the teaching. Contribution: This paper contributes on how to make and utilize a rubric for programming education in computer science. We evaluated and visualized the proposed rubric’s learning effects on children and found that our proposed rubrics are independent of any particular method or tool. Findings: The results of this survey are twofold: (1) we proposed a rubric of programming education in computer science, independent of the programming tools used and (2) we succeeded in visualizing students’ learning stages by applying the proposed rubric to programming education conducted in a Japanese elementary school. Recommendations for Practitioners: Evaluating educational effects in CSE is important. In particular, graded assessments of learner abilities can reveal individual characteristics. This research is useful for assessing CSE because it focuses specifically on programming education. Recommendation for Researchers: The rubric’s suggestions and quality improvements in CSE help learners assess their learning progress and will clarify the cultivated computer science skills. Impact on Society: This research evaluates CSE based on a rubric in the programming education field. Future Research: Future work is needed to improve the proposed rubric’s quality and relevance. Also, this rubric should be applied to many classes to increase the number of evaluations and analyses.
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Sadewa, Tio Cahya. "Rubrikasi dalam Naskah Sěrat Rama (PB A.243/L291) Koleksi Perpustakaan Museum Sonobudoyo Yogyakarta." Jumantara: Jurnal Manuskrip Nusantara 10, no. 2 (December 31, 2019): 225. http://dx.doi.org/10.37014/jumantara.v10i2.574.
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The manuscript in this research is Sěrat Rama, collection of the Yogyakarta Sonobudoyo Museum Library with the collection code PB A.243 / L291. In the colophon, it was stated that the initiator was B.P.H Jayakusuma, the son of the Sultan Sepuh (HB II). Pages 1—11 were copied on Wednesday Wage, 1 Sura, Alip 1835 (March 8, 1905) whereas page 12 onwards written in older model, estimated to be copied around the middle to late 19th century. What's interesting about this manuscript is the presence of the rubric inside. The rubric contained in Sěrat Rama manuscript is a type of decorative rubric. There is a form of rubric accompanied by writing and there is also a rubric which is only a picture of flowers. Based on the location, rubrication divided into two, there are in the margins of the manuscript pages and between the text. Each type of rubrication also has its own function and meaning. Therefore, this study aims to describe the types, functions, and meanings of the rubrics contained in the Sěrat Rama script. To analyze the meaning, Charles Sanders Pierce's semiotic approach is used. Thedescriptive analytic is used as the research method. The expected results of this study are in the form of a description of the types of rubrication, function, and their meaning. Knowing the meaning of the rubric contained in Sěrat Rama's text will make it easier to understand the contents of the story.
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Nava, Imelda, Jaime Park, Danny Dockterman, Jarod Kawasaki, Jon Schweig, Karen Hunter Quartz, and Jose Felipe Martinez. "Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework." Journal of Teacher Education 70, no. 2 (February 7, 2018): 139–54. http://dx.doi.org/10.1177/0022487118755699.
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This study assesses the reliability of two observation rubrics, one in math and the other in science, and documents how the rubric data were used to inform a teacher education program. Classroom observations are typically considered essential for assessing teaching practice, yet many popular observation frameworks, while comprehensive in aim, do not appropriately capture key features of teaching valued by teacher education programs. Many of these tools do not attend to issues of equity, humanizing pedagogy, and thus, social justice. We report on the development of two observation rubrics—secondary math and science—that embody the aims and values of our teacher education program, specifically, equity and humanizing pedagogy, and the results of our examination of the reliability of ratings of teaching practice generated using these rubrics. We discuss the various sources of measurement error and the implications for further developing and using the observation rubric in our program.
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Bacchus, Ruth, Emma Colvin, Elizabeth Bronwen Knight, and Leonora Ritter. "When rubrics aren’t enough: Exploring exemplars and student rubric co-construction." Journal of Curriculum and Pedagogy 17, no. 1 (July 1, 2019): 48–61. http://dx.doi.org/10.1080/15505170.2019.1627617.
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Triasmoro, Guntur Yuli, Sumarlam Sumarlam, and Djatmika Djatmika. "KOHESI PADA TEKS CERITA RUBRIK ANAK-ANAK, REMAJA, DAN DEWASA DALAM MAJALAH PANJEBAR SEMANGAT." LINGUA: Journal of Language, Literature and Teaching 13, no. 1 (April 3, 2016): 19–48. http://dx.doi.org/10.30957/lingua.v13i1.9.
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The aim of this research is to find grammatical and lexical cohesion in Javanese magazine Panjebar Semangat included in the rubrics: Wacan Bocah, Manja, and Cerkak. The study used content analysis with qualitative approach. Data of this study were lingual units such as utterances, sentences, and clauses taken from the rubrics. Data were collected using review and note technique. Data were analyzed using “agih method”, “bagi unsur langsung” (BUL), substitution and elliptisis technique. The results shows that grammatical aspect used in Wacana Bocah, Manja, and Cekak rubric in Panjebar Semangat magazine included: reference, substitution, ellipsis, conjungtion. Lexical aspects in the disourses comprise of: repetition, synonym, antonym, collocation, hyponym, and equivalency. Theme that found in Wacan Bocah, Manja, and Cekak rubric is agriculture, education, love, friendship, life style, spirituality, law, and culture.