Journal articles: 'Scoring rubric'

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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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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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Palmquist, Bruce C. "Scoring Rubric for interview assessment." Physics Teacher 35, no. 2 (February 1997): 88–89. http://dx.doi.org/10.1119/1.2344601.

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Tang, Xiaowei, Janet Coffey, and Daniel M. Levin. "Reconsidering the Use of Scoring Rubrics in Biology Instruction." American Biology Teacher 77, no. 9 (November 1, 2015): 669–75. http://dx.doi.org/10.1525/abt.2015.77.9.4.

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Scoring rubrics are widely employed across content areas and grade levels, including in high school biology classes. Besides regular external use within accountability systems, educators also have advanced their instructional use inside classrooms. In recent years, a consensus appears to be emerging in the educational literature that instructional use of rubrics is beneficial for student learning, and numerous examples in the research and practitioner literature establish their importance in teachers’ planning, instruction, and assessment. We examine this assumption through close analysis of students’ use of a scoring rubric in a high school biology classroom. We explore how instructional use of a scoring rubric influences biology teaching and learning activities, what messages about knowledge and learning such use conveys to students, and what influence such use may have on students’ emergent understandings of what constitutes quality in biological thinking and practice. Our analysis suggests that instructional use of scoring rubrics can actually undermine the very learning it is intended to support. We discuss an alternative way to help students understand what constitutes high-quality work, and we draw implications for science teacher education.

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STODDARD, HUGH A., CORY A. LABRECQUE, and TOBY SCHONFELD. "Using a Scoring Rubric to Assess the Writing of Bioethics Students." Cambridge Quarterly of Healthcare Ethics 25, no. 2 (March 9, 2016): 301–11. http://dx.doi.org/10.1017/s0963180115000602.

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Abstract:Educators in bioethics have struggled to find valid and reliable assessments that transcend the “reproduction of knowledge” to target more important skill sets. This manuscript reports on the process of developing and grading a minimal-competence comprehensive examination in a bioethics master’s degree program. We describe educational theory and practice for the creation and deployment of scoring rubrics for high-stakes performance assessments that reduce scoring inconsistencies. The rubric development process can also benefit the program by building consensus among stakeholders regarding program goals and student outcomes.We describe the Structure of the Observed Learning Outcome taxonomy as a mechanism for rubric design and provide an example of how we applied that taxonomy to define pass/fail cut scores. Details about domains of assessment and writing descriptors of performance are also presented. Despite the laborious work required to create a scoring rubric, we found the effort to be worthwhile for our program.

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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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Fahmi, NFN. "Absorbent Power Power Subject Matter and Reliability Math Test Form Item Essay." Indonesian Journal of Educational Assesment 3, no. 1 (June 26, 2020): 42. http://dx.doi.org/10.26499/ijea.v3i1.58.

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This study aims to determine the proportion correct of mathematics subject matter and compare the reliability of essay tests that are scored with 3 different rubric models. The method used in this research is an experiment using design treatments by subjects, an experiment using one group (one group experiment) which is also an experimental group and a control group in different experimental periods. Schools that were sampled were 6 public and private junior high schools and students were sampled as many as 452 students. The research sample was determined by two-stage stratified random sampling. The objects in this study consisted of 22 essay questions in Mathematics for junior high school compiled from the same test specifications. Scoring uses 3 scoring rubrics models, namely scoring rubric Model 1 (0,1), Model 2 (0,1,2), and Model 3 (keywords). The results obtained from this study indicate the reliability of the mathematical essay test on the scoring rubric of model 1 is 0.6859, model 2 is 0.7025, and model 3 is 0.6986. Test reliability of the three scoring rubrics is high or reliable. Students' competence in completing mathematical essay questions is still low, which is under 50%. Only mathematical essay questions calculate volume at the cognitive level of knowledge and understanding above 70%. Student competencies in solving questions that measure reasoning is an average of 12.20%. In other words, the proportion correct of subject matter in two-dimentional figure and space less than 50%, this shows that students still do not understand the concept of the subject matter, especially the material of the central angular relationship, arc length, sector area, which can only be answered correctly by 17.58% of students.

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Allen, Abigail A., Apryl L. Poch, and Erica S. Lembke. "An Exploration of Alternative Scoring Methods Using Curriculum-Based Measurement in Early Writing." Learning Disability Quarterly 41, no. 2 (August 16, 2017): 85–99. http://dx.doi.org/10.1177/0731948717725490.

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This manuscript describes two empirical studies of alternative scoring procedures used with curriculum-based measurement in writing (CBM-W). Study 1 explored the technical adequacy of a trait-based rubric in first grade. Study 2 explored the technical adequacy of a trait-based rubric, production-dependent, and production-independent scores in third grade. Results of Study 1 suggest that the rubric holds promise as a valid measure of sentence writing ability in first grade and has utility as a supplemental scoring procedure when using CBM-W as a screening tool. Results of Study 2 show that correct word sequences maintained the highest correlation coefficients across time with the trait-based rubric, but the other scoring procedures might offer promise as reliable alternative scoring methods. However, high internal correlations among the text features of the rubric along with highly variable interrater reliability suggest that caution must be taken in interpreting results.

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Pamungkas, Dewi Sari, and Irwan Sulistyanto. "TEACHERS’ PERCEPTION ON WRITING ASSESSMENT BASED ON 2013 CURRICULUM AT MAN 2 KEDIRI." Jurnal Pendidikan Bahasa Inggris Proficiency 3, no. 2 (July 31, 2021): 1. http://dx.doi.org/10.32503/proficiency.v3i2.1914.

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This research is purposed to describe teachers’ perception on writing assessment based on 2013 curriculum at MAN 2 Kediri. This research used descriptive qualitative as the approach. The subject of this research is six English teachers of MAN 2 Kediri. There are two tools that were used to get the data namely questionnaire and interview. The results of this research are (1) in attitude assessment, almost all teachers of MAN 2 Kediri arrange the instrument in the right way, but the scoring rubric was not appropriate with 2013 curriculum (2) in knowledge assessment, all teachers of MAN 2 Kediri arrange the question and scoring rubric appropriately with 2013 curriculum (3) in psychomotor assessment, teachers arrange the question in psychomotor assessment in the right way but the choosing of question is not suitable for psychomotor assessment. For the scoring, all teachers use analytic rubric, but, do not concern the criteria in the scoring rubric. (4) most of teachers do not have any problems in the writing assessment. For the suggestions, teachers should add the description in scoring rubric for attitude assessment as the same with 2013 curriculum. Next, in choosing the question/task should be appropriate with the aspect that will be assessed. The last, teachers should determine the criteria for scoring rubric in knowledge and psychomotor assessment.

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Galván-Sánchez, Inmaculada, Domingo Verano-Tacoronte, Sara M. González-Betancor, Margarita Fernández-Monroy, and Alicia Bolívar-Cruz. "Assessing oral presentation skills in Electrical Engineering: Developing a valid and reliable rubric." International Journal of Electrical Engineering & Education 54, no. 1 (July 28, 2016): 17–34. http://dx.doi.org/10.1177/0020720916659501.

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Oral presentation is one of the most important transversal competences for the professional career of Electrical Engineers. To develop and assess this competence, scoring rubrics are useful academic tools. The main purpose of this study is to contribute to the understanding of the learning and assessment of oral presentation skills of future Electrical Engineers by using a scoring rubric as a teaching resource. A pilot experiment was carried out in the 2011/2012 academic year in a course in the ninth semester of Electrical Engineering studies with 64 students. In order to acquire the oral competence, students had to present a marketing plan for an industrial electrical project in front of an audience. Feedback was collected in meetings held with teachers and students after the presentations. As a result, the need to review the rubric was detected, in order to make its use easier. The rubric’s design was improved. In the 2012/2013 academic year, 86 students participated in a new experiment using the improved rubric in the same subject. Intra-rater consistency was shown by the scale’s reliability, measured with Cronbach’s alpha. Regarding inter-rater consistency, two procedures were used: holistic and analytic. The holistic procedure revealed a positive and relatively high correlation between the global scores given by each of the two raters. The analytic procedure showed an acceptable level of inter-rater consensus. Through a questionnaire, quantitative data were collected reflecting students’ satisfaction with the use of the improved scoring rubric. The results reveal the rubric promotes students’ learning by providing them with a clear orientation to improve their performance on current academic assignments and in future professional situations. So, the analyses show that the proposed rubric is valid, reliable and, suitable to teach and assess oral presentations in a simulated professional scenario for Electrical Engineers.

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Lockspeiser, Tai M., Adam A. Rosenberg, Patricia Schmitter, and J. Lindsey Lane. "Creation of a Learning Goal Scoring Rubric." Academic Pediatrics 12, no. 3 (May 2012): e7. http://dx.doi.org/10.1016/j.acap.2012.03.013.

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McCartney, M. "One scoring rubric to rule them all." Science 346, no. 6210 (November 6, 2014): 713–14. http://dx.doi.org/10.1126/science.346.6210.713-b.

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van Helvoort, Jos, Saskia Brand-Gruwel, Frank Huysmans, and Ellen Sjoer. "Reliability and validity test of a Scoring Rubric for Information Literacy." Journal of Documentation 73, no. 2 (March 13, 2017): 305–16. http://dx.doi.org/10.1108/jd-05-2016-0066.

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Purpose The purpose of this paper is to measure reliability and validity of the Scoring Rubric for Information Literacy (Van Helvoort, 2010). Design/methodology/approach Percentages of agreement and Intraclass Correlation were used to describe interrater reliability. For the determination of construct validity factor analysis and reliability analysis were used. Criterion validity was calculated with Pearson correlations. Findings In the described case, the Scoring Rubric for Information Literacy appears to be a reliable and valid instrument for the assessment of information literate performance. Originality/value Reliability and validity are prerequisites to recommend a rubric for application. The results confirm that this Scoring Rubric for Information Literacy can be used in courses in higher education, not only for assessment purposes but also to foster learning.

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Phillippi, Julia C., Mavis N. Schorn, and Tonia Moore-Davis. "The APGAR rubric for scoring online discussion boards." Nurse Education in Practice 15, no. 3 (May 2015): 239–42. http://dx.doi.org/10.1016/j.nepr.2014.11.002.

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Hima, Aninda Nidhomil, and Teguh Hadi Saputro. "DEVELOPING SCORING RUBRIC: DO THE STUDENTS NEED IT?" ELT Echo : The Journal of English Language Teaching in Foreign Language Context 2, no. 2 (November 5, 2017): 101. http://dx.doi.org/10.24235/eltecho.v2i2.2170.

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Murley, Lisa D., Rebecca Stobaugh, Pamela Jukes, and Janet Tassell. "Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform." Educational Renaissance 2, no. 2 (February 12, 2014): 3–18. http://dx.doi.org/10.33499/edren.v2i2.61.

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The purpose of this article is to provide an overview of the process used to examine the inter-rater reliability of the Teacher Work Sample (TWS) Scoring Rubric involved with the senior culminating experience for teacher candidates used at a large comprehensive university. The study compared holistic and analytic scores reported by Student Teacher Seminar course instructors to those of trained participants to determine the consistency of ratings between the two groups. The study resulted in several clear areas for revising the TWS for reliability and created a foundation for future revisions. What may prove to be the most important finding of the study, however, is the need to examine the differences among scoring practices of raters because scoring varies among people. Common errors include misinterpretation of scoring rubrics, prompts, the teaching and learning process, and even concepts such as revised Bloom’s Taxonomy. This finding could be generalized to other universities as all education programs utilize scoring prompts and rubrics to measure teacher candidate performance and most all use revised Bloom’s Taxonomy in the teaching and learning process.

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Setyowati, Lestari, Sony Sukmawan, and Ana Ahsana El-Sulukkiyah. "Exploring the Use of ESL Composition Profile for College Writing in the Indonesian Context." International Journal of Language Education 4, no. 2 (October 13, 2020): 171. http://dx.doi.org/10.26858/ijole.v4i2.13662.

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Assessing writing is a demanding task. If a lecturer of writing is not prepared with a reliable scoring rubric, the students’ real performance might not be known. One of the well-known English as a second language (ESL) writing rubric is the Jacobs ESL Composition Profile which was developed by Jacobs, Zingraf, Wormuth, Hartfiel, & Hughey in 1981, known as Jacobs ESL Composition Profile. This scoring rubric is popular among writing teachers and researchers to score students’ composition. The present study is intended to 1) find out the internal consistency between raters who use the scoring rubric to assess the students’ essay, and 2) describe the level of the students’ writing performance when assessed by using Jacobs ESL scoring rubric, and 3) describe the raters’ opinion when using the profile. The study uses descriptive quantitative design. The instruments to collect the data are documentation and interview. The data were collected in three months, from February to April 2020. The subjects of the study were two writing lecturers who taught English as a foreign language (EFL) and became raters for a research grant. The raters were asked to score 37 essays of the fourth-semester students. The result of the study shows that there is internal consistency between rater 1 and rater 2 when scoring the students’ essay by using Jacobs ESL Composition Profile is high (r. = 0.674, α = 0.00 < 0.05). The Cronbach alpha analysis also shows 0.722 which indicates a strong and high level of consistency. The students’ writing performance fall in the average – good (moderate) level (49%), very good (high) level (40%), and only five students (11%) fall in the below-average – poor (low) level category. The result also reveals that Jacobs ESL Composition Profile is considered reliable to score essays even though it requires skills and practice because of its detailed description

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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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Hasanah, Uswatun, Adhistya Erna Permanasari, Sri Suning Kusumawardani, and Feddy Setio Pribadi. "A scoring rubric for automatic short answer grading system." TELKOMNIKA (Telecommunication Computing Electronics and Control) 17, no. 2 (April 1, 2019): 763. http://dx.doi.org/10.12928/telkomnika.v17i2.11785.

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LUNNEY, MARGARET, and ANGELA SAMMARCO. "Scoring Rubric for Grading Students' Participation in Online Discussions." CIN: Computers, Informatics, Nursing 27, no. 1 (January 2009): 26–31. http://dx.doi.org/10.1097/ncn.0b013e31818dd3f6.

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&NA;. "Scoring Rubric for Grading Students' Participation in Online Discussions." CIN: Computers, Informatics, Nursing 27, no. 1 (January 2009): 32–33. http://dx.doi.org/10.1097/ncn.0b013e318191bbcf.

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Lertyosbordin, Chacharin, Sorakrich Maneewan, Sakesun Yampinij, and Kuntida Thamwipat. "Scoring Rubric of Problem-Solving on Computing Science Learning." International Education Studies 12, no. 8 (July 29, 2019): 26. http://dx.doi.org/10.5539/ies.v12n8p26.

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Office of basic education commission of Thailand firstly declared the indicator for computing science of the students in primary education and secondary education in 2018. The important of computing science is to develop the learners to solve the questions of computing science by using technology correctly. To gain the effective learning management in computing science, the method of evaluation is so important. This research aimed to create the test of solving on computing science for the teachers to use in school and applied in computing sciences in schools and improved better in the future. The evaluation on quality for validity of the test found that the test of solving in computing science gain the item of congruence (IOC) at 1.00 and reliability was show harmonization at the level of “much” (RAI = 0.94).

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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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Maimori, Romi. "THE DEVELOPMENT OF AUTHENTIC ASSESSMENT RUBRIC ON HISTORY OF ISLAMIC CULTURE SUBJECT AT ISLAMIC EDUCATION DEPARTMENT OF IAIN BATUSANGKAR." Ta'dib 20, no. 2 (June 8, 2017): 107. http://dx.doi.org/10.31958/jt.v20i2.674.

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This research is motivated by the fact that there is no standardized rubric in assessing students’ performance either in performing the duties or in measuring the ability of students, especially for the subject of History of Islamic Culture taught to the students of Islamic Religious Education at IAIN Batusangkar. This research is a development research using Instructional Development Institute (IDI) model. The development procedure starts from planning, in the form of preliminary research and information gathering, until expert validation and product practice test. In the stage of expert validation, there are three aspects reviewed in the rubric developed, such as the material, construction and language aspects. Then, based on the three experts’ validation results, it is shown that this authentic scoring rubric has very valid criteria on material aspects with an average of 3.57. In aspects of construction rubric authentic assessment also has a very valid criteria with an average of 3.67 while the language aspect obtained an average of 3.23 with the category is very valid. Hence, overall an authentic scoring rubric developed based on expert validation results has a very valid criterion with an average value of 3.53, whereas the authentic assessment rubric practicality analysis is known that this rubric is very practical to use, with a practicality value of 890.63 and an average practical value of 89.06 with a very practical category.

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Heim, Ashley B., Emily R. Aldor, and Emily A. Holt. "The First Line of Contact: How Course Syllabi Can Be Used to Gauge & Reform Learner-Centeredness in a College Classroom." American Biology Teacher 81, no. 6 (August 1, 2019): 403–9. http://dx.doi.org/10.1525/abt.2019.81.6.403.

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While learner-centeredness is important to quantify, education researchers disagree on how best to measure it. The overall aim of this research was to measure the learner-centeredness of introductory biology classrooms with a valid and reliable instrument that offers a different perspective than self-reported faculty surveys or expert observation protocols – Palmer et al.'s (2014) syllabus scoring rubric. We investigated whether syllabus rubric scores aligned with both faculty self-reports and expert observations of learner-centeredness from the same classrooms, and whether these other metrics predict an instructor's total syllabus score better than instructor gender or years of teaching experience. Course syllabi from eight instructors who taught the same nonmajors biology course were scored independently using this syllabus scoring rubric. Our results suggest that syllabus learning objectives link to learner-centeredness and, interestingly, that other external metrics of learner-centeredness may predict syllabus rubric scores derived from Palmer et al.'s instrument.

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Rosmawan, Hana. "THE ANALYSIS OF STUDENT’S WRITING BEFORE AND AFTER THE IMPLEMENTATION OF READ-TO-WRITE APPROACH." Journal of Culture, Arts, Literature, and Linguistics (CaLLs) 2, no. 1 (February 24, 2017): 1. http://dx.doi.org/10.30872/calls.v2i1.700.

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The focus of this article is on the analysis of student’s writing before and after the implementation of Read-to-Write Approach. Read-to-write approach is one of strategies of how to write by reading the articles what other writers have written. This study aimed to find out how the students’ writing skill can be improved through the implementation of read-to-write approach. This research used the instruments of writing tests including pre-test and post-test. The finding showed that students’ writing skill could be improved through the implementation of read-to-write approach during one cycle classroom action research which consisted of four meetings. Actually, this article searched deeply to find out how the differences between the writing results of the student after and before the implementation of read-to-write approach. The analysis was conducted by using analytic scoring rubric. The results of the analysis showed improvement on each aspect of writing.Keywords: read-to-write approach, reading and writing skill, holistic scoring rubric, analytic scoring rubric

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Brown, Michael C., Jeannine Conway, and Todd D. Sorensen. "Development and Implementation of a Scoring Rubric for Aseptic Technique." American Journal of Pharmaceutical Education 70, no. 6 (September 2006): 133. http://dx.doi.org/10.5688/aj7006133.

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Lee, Kyoung Rang. "The Effects of a Rubric on Inexperienced Raters’ Scoring Consistency." Modern English Society 17, no. 2 (May 31, 2016): 75–90. http://dx.doi.org/10.18095/meeso.2016.17.2.04.

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Flowers, Claudia P., and Dawson R. Hancock. "An Interview Protocol and Scoring Rubric for Evaluating Teacher Performance." Assessment in Education: Principles, Policy & Practice 10, no. 2 (July 2003): 161–68. http://dx.doi.org/10.1080/0969594032000121261.

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Besterfield-Sacre, Mary, Jessica Gerchak, Mary Rose Lyons, Larry J. Shuman, and Harvey Wolfe. "Scoring Concept Maps: An Integrated Rubric for Assessing Engineering Education." Journal of Engineering Education 93, no. 2 (April 2004): 105–15. http://dx.doi.org/10.1002/j.2168-9830.2004.tb00795.x.

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Hua, Cheng, and Stefanie A. Wind. "Exploring the psychometric properties of the mind-map scoring rubric." Behaviormetrika 46, no. 1 (August 14, 2018): 73–99. http://dx.doi.org/10.1007/s41237-018-0062-z.

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Altay, Figen, and Kevser Bozkurt. "Assessment of Educational Game Materials and Poster Practices with Rubrics by Expert Educators and Students." Journal of Education and Training Studies 5, no. 13 (January 11, 2018): 79. http://dx.doi.org/10.11114/jets.v5i13.2855.

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The purpose of this study was to investigate the difference between evaluations of the educational game materials and poster practices by students’ own peers and by expert educators using the rubrics created by expert educators and students together. Study included 10 students and 3 educators attended educational game materials course. Students were informed about basic skills of movement, game, game types, game equipment, analytical rubric, and educational game lectures were given to the students for 6 weeks and 80 minutes each week. 12-question knowledge test was used regarding educational games, analytical scoring rubrics, developing game materials and preparing posters. Materials and posters presented in the course were recorded. Evaluation scales were selected by students and expert teachers. Selected peers and educators evaluated 25 videos. One-way analysis of variance and correlation analysis were used for the reliability and repeatability measurements of the students and teachers. R values of 0.96-0.92 were found between students and 0.78-0.86 between educators. For knowledge tests of the groups, according to Wilcoxon paired two-sample test, there was a significant difference in test results (p<.05). The t test was used in the results of the student and educator video evaluations and there was no significant difference between the scores given by the expert educators and the students to the material and poster presentations (p>.05). In conclusion, this study showed that students could make evaluations as good as expert educators when given an answer key such as a scoring rubric that will help them in the evaluation.

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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 (February 28, 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 was found that raters also relied on rubric irrelevant criteria when judging performances, which brings up the question whether the validity of the inferences is jeopardized.

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Aldukhayel, Dukhayel M. "Exploring Students’ Perspectives toward Clarity and Familiarity of Writing Scoring Rubrics: The Case of Saudi EFL Students." English Language Teaching 10, no. 10 (September 3, 2017): 1. http://dx.doi.org/10.5539/elt.v10n10p1.

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The main aim of this research study is to investigate the clarity and familiarity of three scoring rubrics used in a Saudi university’s preparatory year program (PYP) for assessing students’ writing achievement in midterm and final exams. This exploration is important in providing some evidence for the quality of scoring rubrics. To achieve that purpose, a 13-item online questionnaire was used to collect Saudi EFL PYP students’ perspectives toward two quality criteria concerning rubrics; 1) clarity of the information included in the PYP rubrics, and (2) familiarity of the rubrics to students. The subjects were 281 Arabic-speaking male and female EFL Saudi students enrolled in three different academic levels in a Saudi university’s PYP. The results suggest that the quality of the PYP rubrics is insufficient and the criteria set for providing evidence for the rubric qualities were not met. The results show that students tend to have a mild agreement on the clarity of the PYP rubrics, whereas they show a clear disagreement on their familiarity with the rubrics and with why and how the rubrics are used. The study implicates that administrators and teachers need to carefully consider the clarity and familiarity of rubrics in order to justify the decisions made about students’ writing abilities. Rubrics that are unclear or unfamiliar can make students feel confused and frustrated, as they cannot get a clear sense of their writing scores, as well as their strengths and weaknesses.

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Agan, Şebnem İlhan, and Sabahattin Deniz. "A Rubric Study for Assessing Paragraph Level Written Texts." Journal of Education and Training Studies 8, no. 1 (December 15, 2019): 42. http://dx.doi.org/10.11114/jets.v8i1.4610.

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In this study, an analytical rubric which has a five dimensional scoring key was developed. It was used to evaluate paragraph-level written texts which were written by the students attending process writing activities in B1 optional preparatory classes in Muğla Sıtkı Koçman University School of Foreign Languages. The development stages of rubric are as follows: establishing the dimensions of the rubric, establishing the performance levels, cells (the criteria of the rubric) and the performance level score ranges of the rubric, examining the usability of the rubric by forming sample texts, the trial of the rubric, the validity and the reliability of the rubric. In the development stages of the rubric; for the pilot study, 60 university students in the optional B1 English preparatory program at Muğla Sıtkı Koçman School of Foreign Languages and an English language lecturer were included. Also, the opinions of three English language lecturers’ and two experts’ who are in the field of education sciences and one instructor’s who is in the field of Turkish language and literature were taken, to estimate the inter-rater reliability two English language lecturers were included. When Kappa coefficients of the dimensions of the rubric were examined, it can be said that there was a moderate and strong agreement among the raters in terms of assessing all dimensions in the rubric.

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Clifford, Andrew. "Grading Scientific Translation: What’s a New Teacher to Do?" Meta 52, no. 2 (August 2, 2007): 376–89. http://dx.doi.org/10.7202/016083ar.

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Abstract The author of this article outlines the development of a scoring rubric to grade scientific translations. The article begins by enumerating the assumptions that shaped his teaching initially, before demonstrating how classroom observations eventually led the author to understand that his assumptions were faulty. The experience leads to a deeper understanding of student competencies, which are used to create an instrument that helps to describe student achievement and assign it an actual grade. The author argues that the rubric plays a part in overall student learning, and he describes the development of the rubric within the context of demographic changes taking place in North American universities.

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Musial, Joseph L., Ilan S. Rubinfeld, Alton O. Parker, Craig A. Reickert, Sarah A. Adams, Sishir Rao, and Alexander D. Shepard. "Developing a Scoring Rubric for Resident Research Presentations: A Pilot Study." Journal of Surgical Research 142, no. 2 (October 2007): 304–7. http://dx.doi.org/10.1016/j.jss.2007.03.060.

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Cyr, Peggy R., Kahsi A. Smith, India L. Broyles, and Christina T. Holt. "Developing, evaluating and validating a scoring rubric for written case reports." International Journal of Medical Education 5 (February 1, 2014): 18–23. http://dx.doi.org/10.5116/ijme.52c6.d7ef.

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Pindiprolu, Sekhar S., Benjamin Lignugaris/Kraft, Sarah Rule, Stephanie Peterson, and Timothy Slocum. "Scoring Rubric for Assessing Students' Performance on Functional Behavior Assessment Cases." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 28, no. 2 (April 2005): 79–91. http://dx.doi.org/10.1177/088840640502800201.

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Qoura, Ali A., and Faten A. Zahran. "he Effect of the 6+1 Trait Writing Model on ESP University Students Critical Thinking and Writing Achievement." English Language Teaching 11, no. 9 (August 13, 2018): 68. http://dx.doi.org/10.5539/elt.v11n9p68.

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The aim of this study was to determine the effectiveness of the 6+1 trait writing model on ESP university students' critical thinking and writing achievement. It was assumed that students who receive training using the 6+1 trait writing model would reveal greater gains in critical thinking and writing achievement. Six instruments -designed by the researchers- included: (critical thinking skills checklist, writing skills checklist, critical thinking skills test, writing skills test and scoring rubric for critical thinking and analytic scoring rubric for writing) were used for data collection. Results revealed that the traditional method used to teach writing is not as effective as the 6+1 trait writing model that developed critical thinking and writing achievement. The experimental group outdid their counterparts in the control group in critical thinking and writing performance test scores.

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Riegel, Fernando, and Maria Da Graça Oliveira Crossetti. "TRANSLATION, TRANSCULTURAL ADAPTATION, VALIDATION OF THE HOLISTIC CRITICAL THINKING SCORING RUBRIC TO BRAZILIAN PORTUGUESE." Revista Contexto & Saúde 19, no. 37 (December 17, 2019): 111–18. http://dx.doi.org/10.21527/2176-7114.2019.37.111-118.

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Objective: translation, transcultural adaptation, and validation of the Holistic Critical Thinking Scoring Rubric, original from the United States, to Brazilian Portuguese. Method: methodological study comprising the following steps: translation by 3 independent translators, transcultural adaptation by a Committee of 6 Nurses Experts; and validation, with the participation, in the pre-test, of 30 academics and 3 teachers-evaluators of Nursing field. The validity and reliability of the tool were verified by Kappa test. Results: the Portuguese version of the tool obtained a Kappa test score of 0.82 in the pre-test group. There was strong significant agreement among the evaluators. Conclusion: The Brazilian version of the Holistic Critical Thinking Scoring Rubric is a valid and reliable tool to evaluate the holistic critical thinking of Nursing academics at different levels of training, especially using active teaching methodologies.

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Weaver, K. F., V. Morales, M. Nelson, P. F. Weaver, A. Toledo, and K. Godde. "The Benefits of Peer Review and a Multisemester Capstone Writing Series on Inquiry and Analysis Skills in an Undergraduate Thesis." CBE—Life Sciences Education 15, no. 4 (December 2016): ar51. http://dx.doi.org/10.1187/cbe.16-01-0072.

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This study examines the relationship between the introduction of a four-course writing-intensive capstone series and improvement in inquiry and analysis skills of biology senior undergraduates. To measure the impact of the multicourse write-to-learn and peer-review pedagogy on student performance, we used a modified Valid Assessment of Learning in Undergraduate Education rubric for Inquiry and Analysis and Written Communication to score senior research theses from 2006 to 2008 (pretreatment) and 2009 to 2013 (intervention). A Fisher-Freeman-Halton test and a two-sample Student’s t test were used to evaluate individual rubric dimensions and composite rubric scores, respectively, and a randomized complete block design analysis of variance was carried out on composite scores to examine the impact of the intervention across ethnicity, legacy (e.g., first-generation status), and research laboratory. The results show an increase in student performance in rubric scoring categories most closely associated with science literacy and critical-thinking skills, in addition to gains in students’ writing abilities.

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Nanni, Alexander C., and Philip J. Wilkinson. "Assessment of ELLs’ Critical Thinking Using the Holistic Critical Thinking Scoring Rubric." Language Education in Asia 5, no. 2 (February 19, 2015): 283–91. http://dx.doi.org/10.5746/leia/14/v5/i2/a09/nanni_wilkinson.

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Yasunaga, Kazuhiro, and Hiroyuki Noguchi. "Variations of scoring rubric for descriptive items in Japanese language comprehension test." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 1C—078–1C—078. http://dx.doi.org/10.4992/pacjpa.83.0_1c-078.

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Jensen, Murray, Randy Moore, Jay Hatch, and Leon Hsu. "A Scoring Rubric for Students' Responses to Simple Evolution Questions: Darwinian Components." American Biology Teacher 69, no. 7 (September 2007): 394–99. http://dx.doi.org/10.1662/0002-7685(2007)69[394:asrfsr]2.0.co;2.

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Bartlett, Kayla, Jacqui Floyd, Shanda Davis, Greg Haas, Kathy Cox, Anthony J. Onwuegbuzie, and Rebecca K. Frels. "The Use of a Scoring Rubric in an Online Research Methodology Course." International Journal of Education 4, no. 2 (April 7, 2012): 1. http://dx.doi.org/10.5296/ije.v4i2.1604.

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Research methodology courses can be the most difficult courses in master’s-level programs representing the social, behavioral, and health sciences because, in these courses, students typically are expected to learn to think critically and contextually about social and/or academic problems in addition to learning new terminology and methodological concepts not previously part of each specific discipline. Further, the challenges of online learning might increase due to the nature of research methodology courses and the new concepts taught. Thus, as students and instructors of an online research methodology course, we describe the use of a scoring rubric as a performance assessment and provide our student research proposal project as an exemplar of effectively developing research knowledge, skills, and dispositions for use in future online learning of research methodologies.

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Jensen, M., R. Moore, J. Hatch, and J. Hatch. "A Scoring Rubric for Students' Responses to Simple Evolution Questions: Darwinian Components." American Biology Teacher 69, no. 7 (September 1, 2007): 394–99. http://dx.doi.org/10.2307/4452190.

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Williamson, J. A., K. Hecker, K. Yvorchuk, E. Artemiou, H. French, and C. Fuentealba. "Development and validation of a feline abdominal palpation model and scoring rubric." Veterinary Record 177, no. 6 (July 22, 2015): 151. http://dx.doi.org/10.1136/vr.103212.

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Myers, Aaron J., Allison J. Ames, Brian C. Leventhal, and Madison A. Holzman. "Validating Rubric Scoring Processes: An Application of an Item Response Tree Model." Applied Measurement in Education 33, no. 4 (July 20, 2020): 293–308. http://dx.doi.org/10.1080/08957347.2020.1789143.

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Chen, Lei, Gary Feng, Chee Wee Leong, Jilliam Joe, Christopher Kitchen, and Chong Min Lee. "Designing An Automated Assessment of Public Speaking Skills Using Multimodal Cues." Journal of Learning Analytics 3, no. 2 (September 17, 2016): 261–81. http://dx.doi.org/10.18608/jla.2016.32.13.

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Traditional assessments of public speaking skills rely on human scoring. We report an initial study on the development of an automated scoring model for public speaking performances using multimodal technologies. Task design, rubric development, and human rating were conducted according to standards in educational assessment. An initial corpus of 17 speakers with 4 speaking tasks was collected using audio, video, and 3D motion capturing devices. A scoring model based on basic features in the speech content, speech delivery, and hand, body, and head movements significantly predicts human rating, suggesting the feasibility of using multimodal technologies in the assessment of public speaking skills.

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Journal articles on the topic 'Scoring rubric'

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