Relevant bibliographies by topics / Group performance rubric

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Academic literature on the topic 'Group performance rubric'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Group performance rubric"

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He, Xiaohua, and Anne Canty. "Empowering Student Learning Through Rubric-Referenced Self-Assessment*." Journal of Chiropractic Education 26, no. 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, howe
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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 (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 rub
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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 (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 whol
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Bay, Erdal, and Hüseyin Kotaman. "Examination of the Impact of Rubric Use on Achievement in Teacher Education." New Educational Review 24, no. 2 (2011): 283–92. https://doi.org/10.15804/tner.11.24.2.22.

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The purpose of this study was to examine the impact of rubric use on prospective teachers’ academic achievement and project performance in Turkey. This quasi-experimental study employed pretest, posttest, and retention tests for sixtyfour selected prospective teachers in a foreign languages department at a public university. Participants were divided into experimental and control groups and then matched according to their pretest scores and GPAs. A total of 33 prospective teachers were assigned to the experimental group and 31 to the control group. Only the experimental group used rubrics whil
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Dao Dieu Nguyen, Trang, Lan Duong Thi Ngoc, Thao Nguyen Thi Phuong, et al. "Comparing Effectiveness Between Rubric and Traditional Methods to Assess Clinical Practice among Vietnamese Nursing Students: A Quasi-Experimental Study." Pacific Rim International Journal of Nursing Research 29, no. 1 (2024): 122–36. https://doi.org/10.60099/prijnr.2025.269492.

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Assessing student competency in clinical practice poses a significant challenge for nursing educators. Rubrics are assessment tools to mitigate subjective biases and lay out set standards and criteria to assess performance, assignment or behavior. The rising enrollment of nursing students at the University of Medicine and Pharmacy, Hue University indicates a shift in healthcare education, but the health system’s slow adaptation presents challenges. Current assessment methods lack a unified standard, leading to inconsistencies in measuring nursing competencies. A standardized assessment framewo
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Gupta Priyanka, Priyanka, and Deepti Mehrotra. "Objective Assessment in Java Programming Language Using Rubrics." Journal of Information Technology Education: Innovations in Practice 21 (2022): 155–73. http://dx.doi.org/10.28945/5040.

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Aim/Purpose: This paper focuses on designing and implementing the rubric for objective JAVA programming assessments. An unsupervised learning approach was used to group learners based on their performance in the results obtained from the rubric, reflecting their learning ability. Background: Students' learning outcomes have been evaluated subjectively using a rubric for years. Subjective assessments are simple to construct yet inconsistent and biased to evaluate. Objective assessments are stable, reliable, and easy to conduct. However, they usually lack rubrics. Methodology: In this study, a T
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Yalçın-Çolakoğlu, Özlem, and Merve Selçuk. "Assessing Individual and Group Oral Exams: Scoring Criteria and Rater Interaction." Advances in Language and Literary Studies 10, no. 1 (2019): 147. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.147.

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Criterion referenced tests of second language speaking performance are administered in different institutions using different procedures. The present study reports raters’ practices of second language speaking tests, in particular the correspondence between test-takers’ grades when assessed individually and in groups. Data derived from audio-recordings of raters’ (n=8) decision making process (scoring) in two test modes, post-test interviews and two sets of students’ (n=92) speaking scores were obtained from individual versus group discussion tasks. Although a grading rubric had been used, it
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Cantera, Maria Asun, María-José Arevalo, Vanessa García-Marina, and Marian Alves-Castro. "A Rubric to Assess and Improve Technical Writing in Undergraduate Engineering Courses." Education Sciences 11, no. 4 (2021): 146. http://dx.doi.org/10.3390/educsci11040146.

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Although there is consensus in the literature that writing skills are important in STEM (Science, Technology, Engineering, and Mathematics) studies, they are often neglected. However, some efforts have been made to correct this deficiency, one of them being the development of assessment rubrics. This study seeks to contribute to the discussion by presenting the results of the application of a rubric designed to assess the writing skills of a group of 3rd year engineering students. This rubric, which includes linguistic and rhetorical-organizational criteria alongside the mathematical and techn
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Setiawan, Ide Pustaka, Noviarina Kurniawati, and Rr Siti Rokhmah Projosasmito. "Standarisasi Observer OSCE dengan Rubrik dan Multivideo." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 1, no. 3 (2012): 183. http://dx.doi.org/10.22146/jpki.25104.

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Background: One of the factors influencing the validity and reliability of the assessment is the standardization of the observers in assessing students’ performance. A recent study by Setiawan (2011) found that there is differences in the standard of assessment used by general practitioners and specialized doctors in assessing students in OSCE.7 These differences are considered to be harmful for the students, therefore needs to be improved. Several training methods are developed to overcome the problem. This study aims to assess whether rubric and multi video can be used as a means of standard
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Silva, Cristina, Francisco Peixoto, and Liliana Salvador. "“With a little help from my friends”: Effects of a self-reflection tool and social interaction on orthographic performance." Journal of Writing Research 16, no. 2 (2024): 323–51. http://dx.doi.org/10.17239/jowr-2024.16.02.05.

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This study investigates the impact of peer orthographic revision using a self-reflection tool on orthographic performance in order to improve the understanding and applying of phonological, contextual and morphological rules in third-grade students. Children were assigned to one of three groups: two experimental groups (individual group, dyadic interaction group) and a control group. In the experimental training programme, a self-correction orthographic rubric was used, but while children in the individual group self-corrected the words, children in the dyadic interaction group did it in pairs
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Book chapters on the topic "Group performance rubric"

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Rusman, Ellen, Rob Nadolski, and Kevin Ackermans. "Viewbrics: A Technology-Enhanced Formative Assessment Method to Mirror and Master Complex Skills with Video-Enhanced Rubrics and Peer Feedback in Secondary Education." In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_10.

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AbstractTo master complex skills, it is important to practice regularly and to form a mental model of the strived-for skills. If you know for which mastery level you are striving and can mirror performances against this benchmark with help of others, then you can focus on practicing deficient sub-skills to become a ‘master’. Although regular and structured practice is indispensable, secondary schools do often not facilitate this in daily educational practice. We expected that a technology-enhanced formative assessment method with analytic rubrics could support both mental model formation as we
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Calzada, Asier, and María del Pilar García Mayo. "Chapter 4. Do task repetition and pretask focus on form instruction impact collaborative writing performance?" In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.59.04cal.

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This study examines the influence of task repetition (TR) and pretask focus on form instruction (FFI) on written collaborative production. Eighty-five low-proficiency EFL children carried out a dictogloss task twice: one targeting the 3rd person singular present “‑s”, and the other aiming at the possessive determiners “his/her”. Participants were divided into three different conditions: individual, collaborative, and pretask FFI + collaborative. Their written output was analyzed for complexity and accuracy, and overall text quality was gauged with an analytic rubric. The results did not reveal
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Edson, Alden J., Diane R. Rogers, and Christine A. Browning. "Formative Assessment and Preservice Elementary Teachers' Mathematical Justification." In Learning and Performance Assessment. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch018.

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The focus of this chapter is on elementary preservice teachers' (PSTs') use of justification in problem-solving contexts based on a semester algebra course designed for elementary education mathematics minors. Formative assessment and digital tools facilitated the development of PSTs' understanding and use of justification in algebraic topics. The instructional model used includes the following components: negotiating a “taken-as-shared” justification rubric criteria; engaging in problem solving; preparing, digitally recording, and posting justification videos to the Cloud; and finally, listen
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Yarnall, Ryan, Helen Monkman, Mohamad Akel, et al. "Teaching and Evaluating the Virtual Physical Exam in Telemedicine." In Studies in Health Technology and Informatics. IOS Press, 2024. http://dx.doi.org/10.3233/shti240704.

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With the rapid adoption of telemedicine since the COVID-19 pandemic, it has become imperative to teach and evaluate health professional trainees on skills important to conducting effective virtual visits. We developed a simulation-based workshop with (1) readings, (2) a lecture covering online communication and the virtual head and neck exam, (3) a telemedicine simulation with a standardized patient observed by faculty, (4) personalized feedback from faculty, and (5) a group debrief session. We created an evaluation rubric based on three of 20 Association of American Medical Colleges (AAMC) te
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Fouda, Faten Abdelmagied Elsoudy. "A Suggested Curriculum in Career Education to Develop Business Secondary Schools Students' Career Knowledge Management Domains and Professional Thinking." In Business Education and Ethics. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch009.

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The current research aimed at designing a proposed curriculum in career education for business secondary schools students and measuring its effectiveness on developing career knowledge management domains and professional thinking skills. To achieve the desired goal, the researcher applied the system approach in designing the suggested career education curriculum, the developmental research methodology for developing the instructional materials and media, and the quasi-experimental design to measure the effectiveness the proposed curriculum on a sample of the third grade business secondary scho
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"Report of the EEC Working Group on High-Performance Computing -Rubbia Report-." In Informatik aktuell. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77661-8_17.

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Astor, Ron, and Rami Benbenishty. "Analysis and Presentation." In Mapping and Monitoring Bullying and Violence. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190847067.003.0018.

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When school leaders begin collecting more data and feedback from multiple groups or receive the results of statewide surveys, the information might at first create more confusion than clarity about the needs within a school. It is important to have an organized way of looking at the data, either by asking for specific answers from those providing the data or by developing a plan to analyze the collected data. The questions can be organized under several rubrics. Feedback can be used to assess how the school is doing on a range of issues, as mentioned in earlier chapters. These include question
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Conference papers on the topic "Group performance rubric"

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Orange, Chris. "Reconceptualising Tertiary Contemporary Music Performance Assessment." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206006.

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Contemporary music performances are typically assessed by criteria such as Musicianship, Accuracy, Technique, Professionalism and Contribution. These measures continue to be used despite low discrimination between them and specific items on the assessment schedules (Thompson & Williamon, 2003). In addition, there is a lack of objective evidence that assessment is truly comprehensive. Greater transparency in domain definition and comprehensiveness may aid understanding of the rubric, and lead to better assessment. This study investigated whether popular-music performance assessment criteria
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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.

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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the
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Calle, Maria, Jose Soto, Luis Torres, et al. "IMPROVING ARGUMENTATIVE SKILLS FOR ENGINEERING STUDENTS IN TWO DIFFERENT COLOMBIAN REGIONS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-197.

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The paper presents the most important results from a study in argumentative communication skills, developed in three engineering undergraduate programs from year 2012 until 2014. The work was performed by a multidisciplinary group in two Colombian regions. During year 2012, professors noted that senior students had problems in both oral and written communication. Therefore, engineering professors decided to join expert faculty in communication skills and to design a long-term project to help students. The project was meant to improve these skills, and it included four phases. Phase one diagnos
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Fertig, Jan, Subha Kumpaty, and Mohammad Mahinfalah. "National Science Foundation-Sponsored S-STEM - The Mechanical Engineering Retention, Academic Success and Career Pathway Program – Design and Implementation." In ASME 2024 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2024. https://doi.org/10.1115/imece2024-144302.

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Abstract This project has successfully completed its fourth year and has made notable progress toward its goals. Its overarching objective is to increase mechanical engineering degree completion by low-income, high-achieving undergraduates who demonstrate financial need. Program objectives include the support of scholars in their ultimate entry into the engineering workforce or graduate school; the provision of extracurricular experiences that promote thriving; and the generation of knowledge for dissemination beyond the program location. This S-STEM enterprise has been successful in recruitin
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Zhussupova, Roza Flurovna, Sholpan Zharkynbekova, and Shynar Suleimenova. "Exploring PechaKucha in EFL Learners’ Public Speaking Performances." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5103.

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The purpose of the study is to examine PechaKucha helps EFL Learners’ to enhance their Public Speaking Performances and to explore useful information regarding the PechaKucha implementation as a learning tool. This study was conducted with sixty students at the University level. They were assigned into two groups randomly as experimental and control. The experimental teaching put into practice PechaKucha in accordance with public speaking activities. Meanwhile, the control group was given conventional speaking lessons only. To assess the performance the initial and post-testing by means of ana
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Aljarf, Reima. "ENHANCING FRESHMAN STUDENTS' PERFORMANCE WITH ONLINE READING AND WRITING ACTIVITIES." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-193.

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The present study investigates the effectiveness of integrating RCampus in EFL freshman classrooms in developing EFL students' reading and writing skills. Two groups of freshman students majoring in translation participated in the study. Before instruction, pretest results showed no significant difference between the experimental and control groups in their reading and writing skills in EFL (English as a foreign language). Both groups received traditional in-class instruction that depended on the textbook, completed the same chapters, did the same exercises and took the same quizzes. In additi
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Al-Hamidi, Yasser, Marcin Kozusznik, and Mamoun Al-Rawashdeh. "3D Printing for Innovative Engineering Solutions “The Environmental Challenge”." In ASME 2023 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/imece2023-112875.

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Abstract For decades, the value of hands-on experience in engineering education has been recognized, emphasized, and understood. However, establishing and operating a successful hands-on experience, particularly with new emerging technologies such as 3D printing is a challenging endeavor. 3D printing, also known as additive manufacturing, allows the creation of tangible objects from a digital geometrical representation by sequentially adding materials layer by layer. Many industries have adopted this technology for its design flexibility, application specific materials availability, and ease o
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Montuori, Lina, Carlos Vargas-Salgado, David Alfonso-Solar, and Paula Bastida Molina. "Procedure for the evaluation of transversal competences in lab practices: application to the course on heat transfer at the Polytechnic University of Valencia." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10173.

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In this paper, a procedure for the systematic evaluation of lab practices based on the development of transversal competences is presented. This procedure includes the design and completion of specific rubrics (complemented with a personal interview at the end of the session) for each of the experiments carried out during the practice, considering both individual and group educational sides. So, aspects related to the student’s behavior when working in-group (and the specific contribution of each student to the group), but also related to the individual performance, attitude, abilities and kno
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Fernandez-Blanco, Enrique, Carlos Fernandez-Lozano, and Daniel Rivero. "A influencia de facer os criterios de avaliación públicos en materias vinculadas ao Grao de Enxeñaría en Informática." In Contextos universitarios transformadores: a innovación como eixo vertebrador da docencia. VI Xornadas de Innovación Docente. Universidade da Coruña. Servizo de publicacións, 2023. http://dx.doi.org/10.17979/spudc.000016.049.

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Year after year, one recurrent complaint made by the students is always related to the grading of assignments and practical exercises. They usually perceive the correction and marking method as unclear or non-existent until the submission. For this last reason, this work explores the different alternatives available within the e-learning tool of the University of A Coruña, to correct this perception. To carry it out, we focused on two subjects in the fourth year of the Degree in Computer Science, which are taken by students in consecutive four-month terms, thereby, simplifying the implementati
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Kumpaty, Subha, Katie Reichl, and Anand Vyas. "New ABET Student Outcomes Assessment: Developing Performance Indicators and Instruments for Outcome 4." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23079.

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Abstract Milwaukee School of Engineering’s Mechanical Engineering Department, having successfully completed the accreditation of the ME program in 2018–19 under the prior a through k student outcomes, dedicated the program meetings during academic year 2019–20 to develop assessment instruments in transitioning to the new ABET Student Outcomes 1–7. By deliberately involving the entire faculty to participate in the development of instruments, a grassroots level discussion and creation ensued for each outcome. The process is showcased in this paper for Student Outcome 4 on ethics as a model to sh
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