Relevant bibliographies by topics / Scoring rubrics

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  2. Dissertations / Theses
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  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Scoring rubrics'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Scoring rubrics"

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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 (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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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 (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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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 (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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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 (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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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 (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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Fahmi, NFN. "Absorbent Power Power Subject Matter and Reliability Math Test Form Item Essay." Indonesian Journal of Educational Assesment 3, no. 1 (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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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 (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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Kmoch, Joseph W., and Mark Stehlik. "The creation and use of scoring standards (rubrics)." ACM SIGCSE Bulletin 26, no. 1 (1994): 362–63. http://dx.doi.org/10.1145/191033.191168.

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Williams, Lori, and Judith Rink. "Chapter 5: Teacher Competency Using Observational Scoring Rubrics." Journal of Teaching in Physical Education 22, no. 5 (2003): 552–72. http://dx.doi.org/10.1123/jtpe.22.5.552.

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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 (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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Dissertations / Theses on the topic "Scoring rubrics"

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MacElvee, Cameron. "The relationship between the application of scoring rubrics and writing performance." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289775.

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The purpose of this study was to determine if a relationship exists between the knowledge and application of a writing scoring rubric to writing performance. Participants in a Minority Medical Education Program were given intense instruction in the use of the Medical Colleges Admissions Test Writing Sample scoring rubric. Scores from the participants' pretest and posttest were compared.
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Pucheu, Paula Marie. "An Investigation of the Relationships Between the Scoring Rubrics Inventory and the Metacognitive Awareness Inventory as Reported by Secondary School Core-Subject Teachers." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/663.

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The promise of increased student achievement through educational reform is delivered still-born if teachers do not know how to implement complex instructional practices and sophisticated analysis of student performance. Metacognitive awareness is crucial to the adoption and application of proven educational initiatives. Teachers who successfully implement criterion-referenced assessment instruction, scoring rubrics, transfer to their students the metacognitive knowledge and skills of how to learn. This study is predicated on the research assumptions that metacognition and its attendant skills are critical to the successful implementation of scoring rubrics. A researcher-developed instrument, the Scoring Rubrics Inventory (SRI) and the Metacognitive Awareness Inventory (MAI) were distributed to core-subject teachers from three large public schools in Southwest Louisiana. From a population of sixty-eight (N=68) voluntary participants, eighteen teacher-participants self-reported as high implementers of scoring rubrics, thirty-nine as mid-level implementers and eleven as low-level implementers. From this population, twelve subjects were randomly selected (four high, four mid-level, and four lowlevel implementers) by an outside rater for double-blind observations and interviews. Pearson Product Moment correlations of the SRI and the MAI revealed five significant pairings using an alpha level of .05. The statistical results, coupled with the observation and interview findings from the sample-subjects established the consistency and stability of the Scoring Rubrics Inventory. Further, the totality of the results reported here support the research hypothesis of the study: H1: There is a significant correlation between the metacognitive awareness of secondary school core-subject teachers and the successful implementation of scoring rubrics. The results of the study indicated that secondary school core-subject teachers who successfully implement scoring rubrics possess a metacognitive awareness that transcends professional development training. The findings also suggested that teacher-participants who do not implement scoring rubrics either cannot or lack commitment to the innovation. Implications for teacher educators and school leaders indicated the need to: identify those persons who require additional professional development training; include operational strategies and modeling of successful implementation during training; and maintain a consistent training program in scoring rubrics. Recommendations for future research were offered.
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Castle, Courtney. "Measuring Multidimensional Science Learning: Item Design, Scoring, and Psychometric Considerations." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107904.

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Thesis advisor: Henry Braun<br>The Next Generation Science Standards propose a multidimensional model of science learning, comprised of Core Disciplinary Ideas, Science and Engineering Practices, and Crosscutting Concepts (NGSS Lead States, 2013). Accordingly, there is a need for student assessment aligned with the new standards. Creating assessments that validly and reliably measure multidimensional science ability is a challenge for the measurement community (Pellegrino, et al., 2014). Multidimensional assessment tasks may need to go beyond typical item designs of standalone multiple-choice and short-answer items. Furthermore, scoring and modeling of student performance should account for the multidimensionality of the construct. This research contributes to knowledge about best practices for multidimensional science assessment by exploring three areas of interest: 1) item design, 2) scoring rubrics, and 3) measurement models. This study investigated multidimensional scaffolding and response format by comparing alternative item designs on an elementary assessment of matter. Item variations had a different number of item prompts and/or response formats. Observations about student cognition and performance were collected during cognitive interviews and a pilot test. Items were scored using a holistic rubric and a multidimensional rubric, and interrater agreement was examined. Assessment data was scaled with multidimensional scores and holistic scores, using unidimensional and multidimensional Rasch models, and model-data fit was compared. Results showed that scaffolding is associated with more thorough responses, especially among low ability students. Students tended to utilize different cognitive processes to respond to selected-response items and constructed-response items, and were more likely to respond to selected-response arguments. Interrater agreement was highest when the structure of the item aligned with the structure of the scoring rubric. Holistic scores provided similar reliability and precision as multidimensional scores, but item and person fit was poorer. Multidimensional subscales had lower reliability, less precise student estimates than the unidimensional model, and interdimensional correlations were high. However, the multidimensional rubric and model provide nuanced information about student performance and better fit to the response data. Recommendations about optimal combinations of scaffolding, rubric, and measurement models are made for teachers, policymakers, and researchers<br>Thesis (PhD) — Boston College, 2018<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Research, Measurement and Evaluation
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Munro, Yevgenia. "New Tools for Training News Reporters: An interactive Scoring e-Textbook Based on Online Assessment." Thesis, University of Canterbury. Social and Political Sciences, 2010. http://hdl.handle.net/10092/5184.

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This research develops a new approach to the development of training inexperienced journalists in news writing using a web-based platform of instruction delivery. E-training is growing in the world as an instructional setting, and offers not only financial benefits, but also a range of specific advantages over the traditional classroom type of setting. Such advantages include the ability to personalise the content of training to the trainees' current competencies, to facilitate regular multi-faceted monitoring of the changes in these competencies and to combine learning with the immediate practising of what was learned. Two e-training tools have been created and validated in this research: the news text assessment system (NTA) - a comprehensive and effective online scoring rubric, i.e. a matrix describing different levels of competency in several dimensions of the assessed performance - to assess the quality of news writing; and a scoring e-textbook (SET), an asynchronous news writing training tool. The SET is built around the NTA as its core element and contains hundreds of self-learning modules including exercises, examples, instructional texts, and quizzes to be used in a non-linear fashion according to the specific needs of trainees. Both the exercises and the NTA are elements of corrective feedback, which in psychological literature has been shown to be most effective in changing the subsequent performance of trainees. The two tools help both the trainee and the instructor. They assist the instructor to identify and address journalists' weak and absent competencies in news writing and consistently upgrade the learning modules when needed. They help trainees to monitor their progress and to learn from their own mistakes in the short periods of spare time they have during their work or in other time they can spare for the training. To create the NTA, 53 top journalism experts, both practitioners and academics, used the prototype of the assessment rubric with 30 criteria of news writing to assess the quality of several supplied news stories. The results were then subjected to statistical analysis and the NTA rubric was created as a compromise between its comprehensiveness and user-friendliness. To evaluate the NTA and the SET, an experiment was conducted with journalists in one post-Communist country in the form of an action research project, where this researcher was also the instructor. The experiment consisted of four months of training and reflection on its results by both the journalists and the researcher. The results show improvement in news writing competencies to an internationally 'acceptable' news writing standard for most of the trainees. The suggested tools have been well received and the trainees appreciated the interactivity that was provided during the training.
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Vamsi, Appana Vamsi. "Evaluating Industrial Relevance in Search Based Software Engineering Research : A Systematic Mapping Study and Survey." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14000.

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Search Based Software Engineering is one of the important field of software engineering. Over the past few years even though there is a lot of study performed on SBSE and its search techniques in software development areas, it appears SBSE is not very industry relevant at the moment because most of the academic work was limited towards the application of search techniques. Hence, author proposes a study to know the trend of SBSE literature over the past few years and also analyze to what degree current SBSE research is industry relevant
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Soper, Shannon Bryn. "Evidences of Critical Thinking in the Writing of First-Year College Students." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6171.

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A healthy civil society depends on citizens who have mature critical thinking skills and a willingness to entertain opposing points of view. The development of critical thinking in young adults has long been studied, but there has been little agreement on what the attributes of critical thinking are and how to reliably assess them. While many studies have attempted to assess the critical thinking abilities of college students, none have yet measured critical thinking through using the Critical Thinking Analytic Rubric (CTAR) to assess first-year college students' writing. This study used a modified version of the CTAR rubric to investigate students' critical thinking in writing completed for an American Heritage course. Four hypotheses were tested: (1) that raters would use the rubric with high inter-rater reliability estimates; (2) that there would be a significant relationship between the scores from the earlier holistic rubric used in the 2015 Hansen et al. study and the scores from the analytic rubric used in this study; (3) that there would be a significant relationship between analytic scores and ACT and GPA scores; (4) that there would be a significant relationship between essay score and gender. Findings included the following: (1) The inter-rater reliability for the overall scores of the papers was 0.898, which exceeds the 0.70 acceptable level. However, the inter-rater reliability for sub-scores was negative and required further investigation. (2) There was no significant relationship between the scores of the Hansen et al. study and this study. (3) There was no significant relationship between essay scores and ACT and GPA scores. (4) There was a significant relationship between essay scores and gender, with female students scoring higher than male students.
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Englund, Björn. "Key aspects to consider when designing an IT-tool based on scoring rubrics to support formative assessment: an exploratory design-driven study." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-192367.

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Why this thesis is needed. This thesis is motivated by the falling school results of Swedish 15-year-olds, a lack of IT tools in Swedish schools and a call for turning the theory on formative assessment into practice. Previous research that is used in the thesis. This thesis mainly builds on the research done by John Hattie which is presented in his book Visible Learning from 2009, Wiliam &amp; Thompson's research on effective formative assessment from 2007, Pachler et al. research on formative e-assessment from 2010 and Panadero &amp; Jonsson's research on scoring rubrics from 2013. Research question. What key aspects should be taken into consideration when designing and implementing an IT tool based on scoring rubrics which aims to support formative assessment according to the key strategies for effective formative assessment as identified by Wiliam &amp; Thompson (2007)? Method. To answer this question I chose a qualitative approach of parallel paper prototyping where I iteratively exposed the design and my ideas during focus groups to teachers, a headmaster, employees at The Swedish National Agency for Education and high school students, followed by an evaluation of the key topics that surfaced during the focus groups. Results. The results consist of eight key aspects to take into consideration when designing and implementing such a tool. Discussion and future research. Finally I discuss the implications of my findings and present directions for future research which include the construction of the tool, further investigation of the key aspects identified in this study, identification of additional key aspects and more.<br>Varför denna avhandling behövs. Denna avhandling motiveras av de fallande skolresultaten hos svenska 15-åringar, en brist på IT-verktyg i svenska skolor och ett rop efter att vända forskning inom formativ bedömning till praktik. Tidigare forskning som används. Denna avhandling bygger i huvudsak på forskningen av John Hattie som presenteras i hans bok Visible Learning från 2009, William &amp; Thompsons forskning på effektiv formativ bedömning från 2007, Pachler et al. forskning på formativ e-bedömning från 2010 och Panadero &amp; Jonssons forskning på betygsmatriser från 2013. Forskningsfråga. Vilka nyckelaspekter ska tas i åtanke vid utveckling av ett IT-verktyg baserat på betygsmatriser som stödjer formativ bedömning enligt de fem nyckelstrategierna för effektiv formativ bedömning som formulerats av Wiliam &amp; Thompson (2007)? Metod. För att besvara denna fråga valdes en kvalitativ metod där parallell pappersprototypning användes under ett antal iterationer av fokusgrupper under vilka designen och tidigare diskussionpunkter diskuterades med lärare, en rektor, anställda vid Skolverket samt gymnasiestudenter. Fokusgrupperna följdes upp med en utvärdering av de största diskussionpunkterna som dök upp. Resultat. Resultaten består av åtta nyckelaspekter att ha i åtanke vid utveckling av ett sådant verktyg. Diskussion och framtida forskning. Slutligen diskuteras implikationerna av resultaten och direktioner för framtida forskning framförs. Dessa direktioner inkluderar utveckling av verktyget, vidare utredning av de nyckelaspekter som hittats i denna avhandling, identifikation av ytterligare nyckelaspekter och mer.
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Canterbury, Sandra Ann. "An Investigation of Conceptual Knowledge: Urban African American Middle School Students' Use of Fraction Representations and Fraction Computations in Performance-Based Tasks." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/22.

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A relatively large number of 8th-grade public middle school students in the United States, particularly in urban communities, are not performing at acceptable levels in mathematics. One concept that poses significant difficulty for these students and negatively affects their overall mathematics achievement is fractions. Many researchers have attributed these difficulties primarily to traditional fraction instruction that emphasizes procedural rather than conceptual knowledge. Therefore this study was designed to investigate how students use their computational and conceptual knowledge and fraction representations to solve fraction-related performance-based mathematical tasks. Social constructivism was used as the theoretical framework in examining conceptual knowledge related to learning fractions. This qualitative study was implemented in an urban middle school in the southeast. It involved an initial sample of 37, 8th-grade, African American pre-algebra students who completed a fraction interest questionnaire and two fraction pretests. During the implementation period, 34 students in the researcher’s pre-algebra class completed three performance-based tasks, three reflection logs, and participated in an interview after completing each task. Of the 34 students who completed all tasks, three were purposefully selected as the informants for the study. In addition, observations, field notes, and artifacts (student work) were utilized to facilitate triangulation of the data. The findings of the study indicated the informants could compute fractions with an average of 85% of mastery but could conceptualize fractions only to a small extent. This validated prior findings and led to the conclusion that student deficiency with fractions results primarily from their level of conceptual knowledge. In the investigation of the ways in which 8th-grade students use fraction representations, this study found the informants used representations to develop a visual map of their mathematical thinking and reasoning and to check the accuracy of their computations. Therefore, this study suggests, when students’ mathematical learning experiences relative to fractions have not emphasized the use of representations to develop conceptual knowledge, they may not be comfortable with the accuracy of the solutions demonstrated in their fractions models.
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Grimm, Sarah. "Gymnasielärares arbete med elevers självbedömning och kamratbedömning i den svenska skolan." Thesis, Umeå universitet, Pedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-174009.

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The purpose of this qualitative study was to describe and analyze the ways Swedish high school teachers deal with self- and peer assessment which can be defined as arrangement for learners to consider and specify the level, value, or quality of a product or performance of other equal-status learners (Topping, 2009). Products to be assessed can include writing, oral presentations, portfolios, test performance, or other skilled behaviors. Self and peer assessment can be summative or formative. This study has drawn on data from semi-structured interviews with five teachers. The results cast light on how students help each other plan their learning, identify their strengths and weaknesses, target areas for remedial action, and develop other personal and professional skills. Findings indicate that teachers think that the formative assessment is a successful way of working, that they can see that the students develop on many different levels. Finally, this study gives an illustration of how formative and summative purposes is perceived and understood by teachers and is a contribution to further discussions about (educative) assessment.
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Nordman, Cristina. "Elevers uppfattningar kring bedömningsmatriser i svenska." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33972.

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Syftet med denna magisteruppsats är att undersöka elevers uppfattningar och upplevelser av bedömningsmatriser i svenska. Uppsatsen är ett led i ett skolutvecklingsprojekt om kunskapssyn, bedömning och IUP, Individuell utvecklingsplan, på Fäladsgården, en 6-9-skola, i Lund . Med undersökningen vill jag få fördjupad förståelse för hur eleverna uppfattar och använder matriser och vad de anser sig behöva för att uppfatta lärarresponsen som god. Elva kvalitativa intervjuer med elever i skolår sju och nio genomfördes under december 2008 och januari 2009. Det är dessa elevers uppfattningar som tillsammans med litteratur i ämnet ligger till grund för arbetet.Resultatet av undersökningen visar att elevernas uppfattningar om bedömningsmatrisen i grunden är positiva, men att de efterfrågar kompletterande kommentarer till den. De önskar också mer tid för att bli väl förtrogna med innebörden i matrisen. Uppsatsens slutsatser, som har genererat en teori om aktivitetens betydelse och en arbetsmodell, kan väl peka ut inriktningen på det fortsatta utvecklingsarbetet på skolan även i andra ämnen än svenska och på andra skolor som använder matriser för ökat lärande.<br>The purpose of this essay is to examine pupils’ perceptions and experiences of scoring rubrics in Swedish. The essay is part of a of school development project focusing on knowledge, assessment and on the Individual Development Plan, at Fäladsgården, a compulsory school, in Lund, Sweden. In the survey, I want to achieve a deeper understanding of how pupils perceive and use scoring rubrics, and what they need to obtain a constructive feedback.Eleven qualitative interviews with pupils in school year seven and nine were carried out in December 2008 and January 2009. These pupils’ views are the basis for the paper.The results of the survey show that the pupils’ perceptions of the scoring rubrics are basically positive, but that they are asking for additional comments on it. They also want more time to familiar with the meaning of the scoring rubrics. The conclusions of this essay, which have generated a theory of the importance of the activity and a working model, may well indicate the continued development of this particular school and other schools, which use scoring rubrics for enhanced learning.
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Books on the topic "Scoring rubrics"

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Jay, McTighe, ed. Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Corwin Press, 2001.

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Lloyd, Rosemary. Scoring tools, rubrics and lesson plans.: An Oshawa Area Bertelsmann Project, 1997-98, resource book. Durham District School Board], 1998.

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Lloyd, Rosemary. Scoring tools, rubrics and lesson plans.: An Oshawa Area Bertelsmann Project, 1997-98, resource book. Durham District School Board], 1998.

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Lloyd, Rosemary. Scoring tools, rubrics and lesson plans.: An Oshawa Area Bertelsmann Project, 1997-98, resource book. Durham District School Board], 1998.

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Lloyd, Rosemary. Scoring tools, rubrics and lesson plans.: An Oshawa Area Bertelsmann Project, 1997-98, resource book. Durham District School Board], 1998.

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Scoring rubrics. ERIC Clearinghouse on Assessment and Evaluation, University of Maryland, 2000.

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ERIC Clearinghouse on Assessment and Evaluation (Corporate Author) and Carol Boston (Editor), eds. Understanding Scoring Rubrics: A Guide for Teachers. ERIC Clearinghouse on Assessment & Evaluation, 2002.

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Teaching Resource - Scoring Rubrics on Transparencies - Level Diamond. Prentice Hall, 2001.

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Writing and Grammar - Communication in Action - Scoring Rubrics on Transparencies. Pearson Education, 2001.

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1941-, Glasgow Jackie, ed. Standards-based activities with scoring rubrics: Middle & high school English. Eye on Education, 2002.

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Book chapters on the topic "Scoring rubrics"

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Rongchan, Lin. "Rubrics for Scoring, Interpretations and Decision-Making." In Assessment Rubrics Decoded. Routledge, 2020. http://dx.doi.org/10.4324/9780429022081-5.

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Mohammadi, Mojtaba, and Jaber Kamali. "Designing Scoring Rubrics for Different Writing Tasks: The Case of Resume Writing in Iran." In The Assessment of L2 Written English across the MENA Region. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53254-3_8.

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Cox, Troy L., and Randall S. Davies. "From Standards to Rubrics: Comparing Full-Range to At-Level Applications of an Item-Level Scoring Rubric on an Oral Proficiency Assessment." In Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1687-5_14.

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Yamamoto, Megumi, Nobuo Umemura, and Hiroyuki Kawano. "Automated Essay Scoring System Based on Rubric." In Applied Computing & Information Technology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64051-8_11.

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Cushing, Sara T., and Rurik Tywoniw. "Validating a Holistic Rubric for Scoring Short Answer Reading Questions." In Another Generation of Fundamental Considerations in Language Assessment. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8952-2_8.

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VanTassel-Baska, Joyce, and Linda D. Avery. "Rubric for Scoring the Pre- and Postassessments on the Concept of Leadership." In Changing Tomorrow 2 Grades 6-8. Routledge, 2021. http://dx.doi.org/10.4324/9781003233619-9.

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VanTassel-Baska, Joyce, and Linda D. Avery. "Rubric for Scoring the Pre- and Postassessments on the Concept of Leadership." In Changing Tomorrow 1 Grade 4-5. Routledge, 2021. http://dx.doi.org/10.4324/9781003233602-9.

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van Helvoort, A. A. J. "How Faculty in the Hague University of Applied Sciences Uses the Scoring Rubric for Information Literacy." In Communications in Computer and Information Science. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_58.

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Arter, J. A. "Scoring Rubrics." In International Encyclopedia of Education. Elsevier, 2010. http://dx.doi.org/10.1016/b978-0-08-044894-7.00262-1.

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Vanguri, Star Medzerian. "What Scoring Rubrics Teach Students (and Teachers) about Style." In The Centrality of Style. The WAC Clearinghouse; Parlor Press, 2013. http://dx.doi.org/10.37514/per-b.2013.0476.2.19.

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Conference papers on the topic "Scoring rubrics"

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Donathan, Karen, and Paul Tymann. "The development and use of scoring rubrics." In the 41st ACM technical symposium. ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734423.

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Kmoch, Joseph W., and Mark Stehlik. "The creation and use of scoring standards (rubrics)." In the twenty-fifth SIGCSE symposium. ACM Press, 1994. http://dx.doi.org/10.1145/191029.191168.

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Conchado, Andrea, Isabel Martón, Rosa Alcover Arandiga, et al. "RELIABILITY ANALYSIS IN SCORING RUBRICS FOR ASSESSING PROBLEM SOLVING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2367.

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Petkov, Doncho, and Olga Petkova. "Development of Scoring Rubrics for Projects as an Assessment Tool across an IS Program." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2941.

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This paper describes the experience of the authors with the development of scoring rubrics for projects in the core subjects of an Information Systems program. It presents an overview of student learning assessment issues in professional courses and the role of educational projects for that purpose. Then the steps of deriving project rubrics in different subjects across the Information Systems program are shown along with some suggestions for future work.
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Mkpojiogu, Emmanuel O. C., and Azham Hussain. "Assessing students’ performance in software requirements engineering education using scoring rubrics." In THE 2ND INTERNATIONAL CONFERENCE ON APPLIED SCIENCE AND TECHNOLOGY 2017 (ICAST’17). Author(s), 2017. http://dx.doi.org/10.1063/1.5005425.

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Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.

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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing by means of both closed and open-ended surveys. Additionally, an analysis of the assessed essay against the rubrics was conducted to identify interrater reliability. The results showed that the teachers had positive attitude towards rubrics, used rubrics regularly and approached rubrics in a similar fashion which was to use them as an assessment tool but not learning tool. There was an identified interrater inconsistency in the scoring results. Additionally, the teachers put a lot more focus on Grammar, Spelling and Punctuation category than on the other two categories (Function &amp; Content, and Cohesion &amp; Coherence). The implication of the study calls for more effective use of rubrics as teaching and learning tools by the teachers as well as the provision of teacher training which enable the teachers to do so and consequently resulting in improvement of interrater reliability. Keywords: rubrics, interpretation of rubrics, non-native teachers, English writing, writing assessment
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Tiseira, Andrés, Pedro Martí-Aldaraví, Roberto Navarro, and Marcos Carreres. "Use of scoring rubrics for evaluating oral presentations in aerospace engineering education." In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.391.

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Murphy, Alexander R., Henry D. Banks, Robert L. Nagel, and Julie S. Linsey. "Graduate Students’ Mental Models: An Investigation Into the Role of Function in Systems Understanding." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98383.

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Abstract Elicited student mental models reveal students’ understanding of a given system as well as their ability to communicate knowledge of that system to others. Understanding how students form and developmental models of systems is critical to the progress of engineering education. In this work, graduate students’ mental models of common household products are measured before and after instruction on functional modeling and functional decomposition. These mental models are measured using previously published, but still developing mental model instruments. The included systems are a hair dryer, clothes dryer, and vacuum cleaner with accompanying scoring rubrics. Results show statistically significant improvements on average mental model rubric scores on all three given systems after the functional modeling intervention. These results suggest that curriculum content on functional modeling and decomposition likely improves students’ mental models of engineering systems and their ability to communicate their knowledge about those systems. As we improve our understanding of how students form, change, and communicate their mental models of engineering systems, educators can shape curriculum to facilitate the skills necessary for comprehensive systems understanding.
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Thouësny, Sylvie. "Scoring Rubrics and Google Scripts: A Means to Smoothly Provide Language Learners with Fast Corrective Feedback and Grades." In EUROCALL 2012. Research-publishing.net, 2012. http://dx.doi.org/10.14705/rpnet.2012.000068.

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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 analytic scoring rubrics were used. In addition, a survey questionnaire was administrated to experimental group to examine their attitudes towards using Pecha Kucha in improving public speaking skills. The results showed that themost number of students in the experimental group scored higher points than the control group. It can be concluded that the average performance of experimental group on the speaking public presentation skills posttesting increased in 10% comparing with that of the control group. Questionnaire’s results reported that EFL learners in the experimental group mostly conveyed positive attitudes. This study recommended that EFL students need to be familiarized and trained with the use of PechaKucha technology into their EFL teaching.
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