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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 & Thompson's research on effective formative assessment from 2007, Pachler et al. research on formative e-assessment from 2010 and Panadero & 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 & 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 & Thompsons forskning på effektiv formativ bedömning från 2007, Pachler et al. forskning på formativ e-bedömning från 2010 och Panadero & 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 & 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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Lebrun, Nathalie. "Drawing assessment protocol for adults with aphasia: a rubric for scoring." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6823.
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The purpose of this study was to determine if a scoring rubric developed by the
investigator could differentiate scores on the Drawing Assessment Protocol (DAP) (Alarcon,
2007) for persons with aphasia and for persons with no history of the specific language disorder.
From these scores, the study also sought to explore whether adults with aphasia perform
differently on the DAP compared to adults with no history of acquired brain injury. Additionally,
the study was designed to investigate possible performance correlations between how adults with
aphasia perform on DAP and to the drawing section of the Western Aphasia Battery-Revised
(WAB-R) (Kertesz, 2006).
Eight dyads containing six adults with aphasia and their communication partners as well
as two dyads with no history of aphasia participated in the study. The two dyads with no history
of aphasia were age and gender matched with two dyads in the aphasia group. The investigator
obtained data from the administration of the drawing section of the WAB-R and DAP. The
investigator rated the DAP drawings on the following measures: clarity, completeness,
recognizability, and willingness to draw based the scoring rubric designed for this study.
Scoring differentiation trends between the aphasia group and typical group indicated that
the suggested rubric may be a beneficial scoring tool for the DAP. Parallels in scores between
the WAB-R and DAP further supports this indication. Findings from this study warrant the use
of the DAP and rubric with a larger pool of participants with aphasia in both research and
clinical settings. Revisions to the recognizability measure should be made to help further
differentiate scores along that measure.<br>Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders
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Jimenez, Laura. "Estimating the Reliability of Concept Map Ratings Using a Scoring Rubric Based on Three Attributes." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2284.
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Concept maps provide a way to assess how well students have developed an organized understanding of how the concepts taught in a unit are interrelated and fit together. However, concept maps are challenging to score because of the idiosyncratic ways in which students organize their knowledge (McClure, Sonak, & Suen, 1999). The construct a map or C-mapping" task has been shown to capture students' organized understanding. This "C-mapping" task involves giving students a list of concepts and asking them to produce a map showing how these concepts are interrelated. The purpose of this study was twofold: (a) to determine to what extent the use of the restricted C-mapping technique coupled with the threefold scoring rubric produced reliable ratings of students conceptual understanding from two examinations, and (b) to project how the reliability of the mean ratings for individual students would likely vary as a function of the average number of raters and rating occasions from two examinations. Nearly three-fourths (73%) of the variability in the ratings for one exam and (43 %) of the variability for the other exam were due to dependable differences in the students' understanding detected by the raters. The rater inconsistencies were higher for one exam and somewhat lower for the other exam. The person-to-rater interaction was relatively small for one exam and somewhat higher for the other exam. The rater-by-occasion variance components were zero for both exams. The unexplained variance accounted for 19% on one exam and 14% on the other. The size of the reliability coefficient of student concept map scores varied across the two examinations. A reliability of .95 and .93 for relative and absolute decision was obtained for one exam. A reliability of .88 and .78. for absolute and relative decision was obtained for the other exam. Increasing the number of raters from one to two on one rating occasion would yield a greater increase in the reliability of the ratings at a lower cost than increasing the number of rating occasions. The same pattern holds for both exams.
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Alcón, Latorre Mireia. "La utilización de rúbricas en los estudios universitarios de las artes: un análisis cualitativo de los procesos de diseño y aplicación." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/668707.
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La presente tesis doctoral está adscrita a las líneas de trabajo del Observatorio sobre la Didáctica de las Artes (ODAS) del Departamento de Historia del Arte de la Universidad de Barcelona. ODAS es un grupo de investigación consolidado reconocido por la Generalitat de Catalunya (2017SGR342) y grupo de innovación docente consolidado por la Universidad de Barcelona (GIDCUB-13/103). La tesis ha sido financiada por el programa de ayudas para la formación de doctores correspondiente al año 2014 del Ministerio de Economía y Competitividad. La investigación consiste en el análisis de las representaciones sociales acaecidas durante el proceso de aplicación de una rúbrica por parte de un grupo evaluador de un mismo ámbito académico. Dicha rúbrica ha sido diseñada por ODAS para valorar la calidad de las guías docentes y sirve como eje vertebrador de la investigación. Las guías sobre las que se aplica el recurso corresponden a diversas asignaturas de másteres oficiales de arte impartidos en la Universidad de Barcelona. El estudio utiliza un enfoque cualitativo que emplea el método de la fenomenografía sobre un estudio de casos múltiples. Los resultados se fundamentan en el discurso del equipo evaluador participante –miembros expertos y no expertos en rúbricas–, que surgió de la verbalización concurrente al proceso de aplicación de la rúbrica, esto es, de la utilización de la técnica del pensamiento en voz alta. La propuesta ha permitido explorar las posibilidades del recurso y analizar las ideas educativas del grupo participante. Entre las conclusiones del estudio destacan, por un lado, las oportunidades que ofrece la rúbrica para guiar el proceso de evaluación y favorecer la reflexión profunda sobre el objeto evaluado, y por otro, la relevancia que adquiere la formación previa en el recurso para su plena utilización y aprovechamiento.<br>This doctoral thesis is part of a research carried out by the Observatorio sobre la Didáctica de las Artes (ODAS) of the Department of Art History of the University of Barcelona. ODAS is a consolidated research group recognized by the Catalonia Government (Generalitat de Catalunya. 2017SGR342) and a teaching innovation group consolidated by the University of Barcelona (GIDCUB-13/103). The thesis has been funded by the Spanish Ministry of Economy and Competitiveness as part as its grants programme. The research is an analysis of the social representations occurred during the application of a rubric by a rater group belonging to a same academic field. This rubric has been designed by ODAS to assess the quality of teaching guides and serves as the linchpin of the research. The guides on which this resource is applied are from official master's degrees taught at the University of Barcelona. The research adopts a qualitative approach that uses the phenomenology method in a multiple case study. The results are based on the discourse of the participating rater team - expert and non-expert members -, which emerged from the concurrent verbalization to the rubric application, that is, from the use of the thinking aloud technique. The research has allowed exploring the possibilities of the resource and analyzing the educational ideas of the participating group. Among the conclusions of the study are, on the one hand, the opportunities offered by the rubric to guide the evaluation process and to foster a deep reflection on the teaching guides, and on the other, the relevance of previous training on rubric use for a complete utilization of the resource.
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Granekull, Therese. "Kamratbedömning i naturvetenskap på mellanstadiet : formativ återkoppling genom gruppsamtal." Licentiate thesis, Malmö högskola, Institutionen för natur, miljö, samhälle (NMS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7595.
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Kamratbedömning kan ha en positiv effekt på elevers lärande. För att uppnå denna positiva effekt måste elever kunna ge återkoppling till sina kamrater och även ta emot återkoppling från sina kamrater. Elever måste också kunna använda den återkoppling som de får. Återkoppling kan ges på fyra olika nivåer, uppgiftsnivå, processnivå, självregleringsnivå och personnivå. Att använda elever som lärande resurser för varandra, är en av nyckelstrategierna inom formativ bedömning. Fokus på formativ bedömning och användning av den samma har ökat inom skolan. Det, tillsammans med att det inte finns många studier som undersöker formativ bedömning med ett ämnesinnehåll i svensk kontext, är exempel på vad som ligger till grund för studien. Det övergripande syftet med denna studie var att öka kunskapen om hur kamratbedömning genomförs i naturvetenskap på mellanstadiet. Fokus riktades dels mot hur lärare implementerar kamratbedömning, men framförallt mot hur elever ger varandra återkoppling. För att undersöka hur och på vilka nivåer som 11-åriga elever ger varandra återkoppling, genomförde elever kamratbedömning i mindre grupp efter att enskilt ha besvarat uppgifter med ett naturvetenskapligt innehåll. Insamling av data skedde i flera steg. När läraren gav eleverna instruktioner kring bedömningsmatrisen, uppgifterna och den kamratbedömning som de skulle genomföra, observerades och videofilmades detta. Elevernas kamratbedömningssamtal i grupp, videofilmades också. Därefter intervjuades eleverna enskilt.Studiens resultat visade att eleverna fick återkoppling på olika nivåer av sina kamrater. Den återkoppling som var mest förekommande, var på uppgiftsnivå. Det fanns exempel på återkoppling på andra nivåer också i materialet, samt exempel där det inte förekom någon återkoppling alls. När eleverna bedömde varandras svar, fokuserade de på mängden naturvetenskapliga begrepp i kamraternas svar. Slutsatser som dragits utifrån studiens resultat var bland andra att elever behöver träna både på kamratbedömning och på att ge användbar återkoppling, samt att lärare bör vara medvetna om att deras instruktioner är betydelsefulla när det gäller hur kamratbedömningen faller ut. En annan slutsats är att kamratbedömning med ämnesinnehåll, kräver både bedömarfärdighet och ämneskunskap.<br>Peer assessment may have a positive effect on student learning. In order to have these positive effect students have to be able to give feedback to their peer and also to receive feedback from their peer. The students also have to be able to use the given feedback. Using students as learning resources to each other is a key strategy within formative assessment. The feedback that is given can be directed at four different levels, task level, process level, self-regulation level and self-level. Using peers as learning resources, is one of the key strategies within formative assessment. Focus on formative assessment and the use of it, have increased within school. That, and the fact that there are not many studies that examines formative assessment with science content, are a part of the background to the conducted study.The overall purpose of the study was to contributed to the field concerning peer assessment in science with 11-year old students. The focus was partly how teachers implement peer assessment, but above all how students give feedback. In order to examine how and in what different levels student give each other feedback, students conducted peer assessment in small groups, after they had answered questions concerning science. Data collection was done in the following steps. At first, the teacher gave the students instructions about the tasks, the scoring rubric, how to assess and so on. While doing that, the teacher was observed and video recorded. Next step concerned the students. They answered the questions and then had peer assessment in small groups. This was also video recorded. Later on the students were interviewed. The students received different kinds of feedback, mostly at task level, from their peer. Some examples of feedback at other levels were also discovered. When students assessed each other’s answers, they looked at the amount of science concepts that were used in their peer’s answers. The results suggest that students need to practice peer assessment, how to give useful feedback and that the teacher need to be aware of that given instruction may turn out differently from what is expected. The results also show that students believe that peer assessment is useful and that feedback is given. This was contradictory from what was seen in some of the observations of the peer assessment. Conclusions are for example that students need both assessment skills and scientific knowledge.
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Yao, Wan-yi, and 姚宛邑. "Action Research for Drama Scoring Rubrics Usedby Teachers – Exampled from Students of Second Grade." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/41238741519221046495.
Full textAbstract:
碩士<br>國立臺南大學<br>戲劇創作與應用學系碩士班<br>97<br>The study employs action research to integrate assessment activity into curriculum in teaching. The purpose of the study is to analyze the assessment curriculum that uses scoring rubrics as the assessment tool and the goal of the assessment, and discuss the assessment process in teacher assessment, student self-assessment, and peer assessment. Finally, according to the results, the researcher shares the findings of drama assessment with other teachers.
The results are summarized as follows:
1.For teacher to design the curriculum, understand the scoring rubrics and keep the consistency between learning goal and assessment objective first. Then consider the time required for assessment and assessment occasion while designing. To develop the specialty of assessment, teachers should arrange basic drama curriculum, enrich students’ learning experience related to assessment and implement conceptual curriculum to establish their ability of assessment.
2.The task in the assessment should be observable, be correspondent with students’ interest and identification and fit the learning goal and assessment objective. Meanwhile, the prior experience of the theme is required for students.
3.It takes time to develop students’ self-assessment ability. However, by participating in the assessment, students understand assessment well, their reflection ability and ability of drama appreciation also get improved.
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FENG, WEI-CHIEH, and 馮薇潔. "The Development and Construction of the Scoring Rubrics in English Songs Competitions for Junior High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/euqdx2.
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碩士<br>國立臺灣藝術大學<br>藝術與人文教學研究所<br>105<br>From the aspects of English, music and performance art, the purpose of the research is to build scoring rubrics for junior high school by collecting and analyzing the related literature regarding choir teaching and assessment in the method of DHP. The assessment of art is usually holistic method which is more subjective; thus, capitalizing on scoring rubrics and weights can be rather equitable than subjective ones. Also, using the rubrics and weights can be more specific to explain the goal of learning for students and this is educationally meaningful. Since Grade 1-9 Curriculums has been adopted, the multiple assessments have become the major tools and the spirit of which is to make the integrated and interdisciplinary tests more individualized adaptable. Moreover, the research indicates that we should develop systematic and appropriate rubrics for certain fields and different performance forms. Therefore, multiple assessments offer teachers rich information which can help students learn and improve teaching.
Language learning and art education are intricately related, as the research suggests that English songs can enhance students’ learning efficiency. So far, English songs competition has become one of the contests frequently hold and it plays an important role of “the informal curriculum.”However, most counties and cities in Taiwan adopt the holistic assessment; the rubrics of English songs competitions have not been established. Hence, the research tries to analyze the literatures with regard to English songs of the learning course content, and adopts DHP to develop rubrics for junior high schools, and provide suggestions for schools, teachers and judges. The major findings are as followed:
First, tone, accuracy of pitch, pronunciation, rhythm and tempo, blend and expression are included in English songs competitions for junior high.
Second, the descriptions of rubrics are provided to analyze how the rubrics is consistent to the Grade 1-9 Curriculums and the Competence Indicators or Benchmarks.
Finally, by AHP (analytical Hierarchy Process) questionnaires, the rubrics and weights are constructed for junior high school, and the dimensions of rubrics are as followed: first, accuracy of pitch, 36.0%; second, rhythm and tempo, 25.6%; third, expression13.7%; forth, tone, 10.6%; fifth, pronunciation,8.2%; and finally, blend, 5.9%.
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Hsiao, Ya-ping, and 蕭雅萍. "A Study of Scoring Criteria and Rubrics on Sixth Graders’ Performance Assessment of Spoken English and Self-assessment." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/83957822857114140614.
Full textAbstract:
碩士<br>國立臺南大學<br>國民教育研究所<br>90<br>The purpose of this study was to design a performance assessment of spoken English and the scoring criteria and rubrics for sixth grade students. Specifically, the study attempted to investigate the effects of scoring criteria and rubrics on students’ performance assessment of spoken English and self-assessment. The 111 subjects in this study were sampled from three classes of sixth graders in a Tainan county school, each school class forming one of the three groups of this study: group A received the instruction of scoring rubrics, group B received the instruction of scoring criteria, and group C was the control group. An experiment with post-test nonequivalent group design was conducted. All subjects were given an English achievement test, a performance assessment of spoken English and a self-assessment questionnaire. The study comprised three phases: first, the study intended to quantify the psychometric characteristics of the performance assessment; second, the study analyzed the degree of consensus between the students’ self-ratings and teachers’ ratings and compared the results between the three groups; finally, the study compared the performance difference between hit and miss self-assessors.
The main results were as follows:
1. The performance assessment of spoken English was supported by high reliability and validity.
a. Two aspects of construct validity were examined. For the content aspect, the coverage of assessment and items included was appropriate. For the structural aspect, the developing of scoring criteria and rubrics and the factors included were intended to reflect the structure of the items of assessment by English specialists and native teachers.
b. The G study for the performance assessment had a p × r × t design. The generalizability coefficient of the assessment was. 85, indicating a high level of reliability and validity.
2. The instruction of criteria and rubrics had no significant effect on overall students’ speaking performance. There was no significant effect on students’ performance of each part of the assessment.
3. The instruction of criteria and rubrics was useful for students’ self-assessment. Students of group A and B had positive attitudes toward the self-assessment questionnaire. Most students accepted that using the criteria or rubrics was beneficial for learning English. More than half of students were sensitive to the factors of the criteria.
4. The instruction of criteria and rubrics didn’t result more hit self-assessors between these three groups. For all the students, the correlation between teachers and students was .92.
5. There was no significant difference in speaking performance between hit and miss self-assessors. Although more than half of the students were hit self-assessors, their performance was not better than miss self-assessors. On the other hand, the performance of underestimating self-assessors was not better than overestimating self-assessors.
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Chen, Yi-wen, and 陳怡雯. "The Development and Construction of the Scoring Rubrics in Drama at the 5th grade in the Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/46364079360645266766.
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碩士<br>國立臺南大學<br>戲劇研究所<br>94<br>This research is constructed and executed in the courses of drama at 5th grade in the elementary school through Action Research. Besides, it also had been corrected to develop a suitable method of evaluation for the class attending the course drama. The main purpose is to correct the scoring rubrics to be corresponded to the demand of learners and evaluators by real teaching situation and the discussion with teachers and scholars. Moreover, this research also records and considers the difficulties and problems on the development of scoring rubrics. After consideration and analysis of the research, the researcher expects the conclusion could be provided for the drama-teaching teachers as the reference for constructing the scoring rubrics. The main results are shown in the followings:
1.Contents of rubrics: Criteria can match teaching goals. In addition, assortments and classificaitons should be easy and clear to be comprehended and correspond to students'' ability.
2. Executions of scoring rubrics: Teachers apply the concept of evaluation to the curriculum first. Quantity of evaluation and time between instruction and evaluation should be appropriate.
3.Progression of the learners: The learning attitude have been changed from negative to positive. As the result, their learning abilities have also made big progression.
At last, this research provides some suggestions for teachers in teaching drama and other suggestions are also provided for future researches.
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CHEN, YI-WEN, and 陳憶雯. "The Development of the Scoring Rubrics in Performing Arts Curriculum in Secondary School: A Case Study of the Drama Subject." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/6km3ja.
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碩士<br>國立臺灣藝術大學<br>表演藝術教學碩士學位班<br>104<br>Performance Arts is a new subject in one decade, it is expected to be an important thing to bring new learning experience in Secondary schools. Performance Arts is expected to upgrade students’ Arts experience and Aesthetic Education. Drama education is one of the most important part in Performance Arts. Therefore, it is a formal curricular that should have scoring rubrics. Since Nine-year Compulsory Curriculum, the multiple assessments are always the principal tool in every curriculum guideline. However, there is no completely scoring rubrics for the teachers who teaching Performance Arts. It is a main reason that to develop a Drama education scoring rubrics in Secondary schools.
According the literature review and used DHP, it will be developed a drama course of the scoring rubrics in Secondary schools. It is looking forward to provide a completely pattern for Performance Arts in the class. There are three major results in this research. First of all, there are six items in the Scoring Rubrics in Performing Arts Curriculum. The six items are Physical Performance, Speaking expression, the Emotions of Intonation, Artistic creation, Drama Watching and Theatre Rule, and Group cooperation and specification. The following point, the definition of six items will be developed on the literature review and the Nine-year Compulsory Curriculum. Finally, , Analytical Hierarchy Process (AHP) was applied to construct the weights of the Drama course scoring rubrics for Secondary schools.
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Tsai, Hsin-Jung, and 蔡幸蓉. "The Development And Construction of The Scoring Rubrics in Visual Art Education in Junior High School: a case study of Chinese calligraphy." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/rfasgw.
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碩士<br>國立臺灣藝術大學<br>藝術與人文教學研究所<br>103<br>Abstract
Since 2010, the Ministry of Education began to pay attention to "calligraphy" and promote steps to develop calligraphy. It is included in the curriculum framework of elementary and junior high schools and it becomes one of the major subjects of "the formal curriculum." Consequently, many elementary and junior high schools start to arrange courses or school activities. Since Nine-year Compulsory Curriculum, the multiple assessments are always the principal tool in every curriculum guideline. In arts and humanities education, visual art, performing art and music art are the major scoring rubrics for the different learning course content. But only elementary schools have calligraphy of the scoring rubrics project. In junior high schools, there are no scoring rubrics for teacher. Therefore this research motivation was to develop calligraphy of the scoring rubrics for junior high schools.
This research collected information from the related literature regarding calligraphy of the learning course content project, and used DHP to develop calligraphy of the scoring rubrics for junior high schools. Finally, the art of calligraphy scoring rubrics project has weights and to provide specific recommendations for schools and teachers. The major findings of this study included:
Firstly: Six project of the calligraphy scoring rubrics for junior high schools included Chinese character configurational structures, the production of correct strokes, overall neat tricks, layout of inscription ink, stroke of rhythmic vitality (Qi Yun), and the clean environment and the neat calligraphy works. Secondly, the related literature of the scoring rubrics project of content description conformed to the Nine-year Compulsory Curriculum and the ability of students. Finally, Analytical Hierarchy Process (AHP) was applied to construct the weights of the calligraphy scoring rubrics for junior high schools.
Keywords: Calligraphy, Delphi Hierarchy Process, Scoring Rubrics
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Shih-Chen, Chao, and 趙士震. "DEVELOPMENT OF SCORING RUBRIC FOR THE BASIC TANGO TECHNIQUE." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/25961718439953330471.
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碩士<br>國立臺灣體育學院<br>體育研究所<br>96<br>Ballroom dance as the content of physical education is beneficial to promote the peer interaction among the learner. And making ballroom dance a practical and successful part of the physical activity setting, it is efficient to develop the education standard of the social behavior. However, the reinforcement of the psychomotor and cognition in combination with the efficiency of assessment on the task for learner is an important crisis to achieve the aforementioned standard. This study aims to construct the scoring rubric for basic Tango technique with validity and reliability in order to evaluate the effectiveness of teaching and to provide leaner information on their progress. Fiteen professional ballroom dancers/teachers and 38 Tango beginners/university students participated the comparison of the basic elements of importance in study one. There were ten professional ballroom dancers/teachers served as the Delphi panel to develop the besic Tango technique scoring rubrics for the curriculum of physical education of university in study two and study three. The result of test of homogeneity of proportion indicated there was no difference between professional ballroom teachers and beginners in the proportion of the cognition of the basic elements of importance (χ2(4) = 4.55, p = .34, Vc = .28). Most ballroom teachers thought music & rhythm (50%) or poise & hold (35%) were the most important element in basic Tango learning (χ2(3) = 10.80, p < .05). During the processes of the development of the basic Tango technique scoring rubic and the proportion of the basic Tango technique scoring rubic, the Delphi panel added the element of routine. The Delphi panel considered the proportion was 20% for every element of routine, music & rhythm and poise & hold in the beginning Tango students. The contrary body movement position (CBMP) is the most peculiar element in Tango, but almost all the Delphi panel thought it was the last important (score proportion: 10%) during the process of the development of the scoring rubics. The professional ballroom teachers pointed out that a beginner had to control the basic Tango technique of the poise & hold and music & rhythm to perform routine first, but the technique of CBMP was the point of the advance program.
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Kafanabo, Eugenia Joseph. "An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks." Thesis, 2006. http://hdl.handle.net/2263/26337.
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In this study, I investigated the interactions between multiple intelligences and performance of learners in open-ended digital learning tasks, and to suggest possible approaches to the teaching and learning process using computers in Tanzania. With the current introduction of computers in the education system in Tanzania, the qualities of instruction and learner participation in learning computer application skills and achievement have not necessarily shown improvement (Nelson, Post,&Bickel, 2003; Tilya, 2003). It is imperative for computer teachers to know the pedagogical strategies that can help them use the current technology effectively. Researchers in instructional design have suggested instructional methods that incorporate methods that encourage the use of learner-centered instruction, incorporating activity oriented methods, and problem solving that are designed around real-world problems (Huba&Freed, 2000). Learners will be able use their knowledge effectively, reveal their uniqueness as learners, and learn computer application skills in a social setting (Gardner, 1983; Wiggins, 1993, 1998; Teele, 2000; Huba&Freed, 2000). The theory of multiple intelligences by Howard Gardner (1983) was used as the theoretical framework for this study. The theory postulates that that everybody has at least eight intelligences which reflect different ways of interacting with the world. In an effort to achieve quality learning, learning must be based on multiple approaches with a series of activities which are authentic in nature and have to be completed by the learners. The study was conducted in Tanzania using a qualitative research design. Four secondary schools were selected and 40 learners doing computer studies course participated in the study. Four intelligences from the theory of multiple intelligences were assessed: logic-mathematical, verbal-linguistic, visual-spatial and interpersonal intelligences. Assessment was done using performance assessment procedures. The findings indicated that there are distinctive intelligence profiles apart from the four intelligences that were investigated in this study. Despite the intelligence profiles of the learners, didactical issues that will enhance ICT adoption in the education environment are important. These include the use of authentic tasks, performance assessment to acknowledge learners unique performance abilities across several intelligences and teachers familiarization in the use of performance assessment procedures.<br>Thesis (PhD (Curriculum Studies))--University of Pretoria, 2008.<br>Curriculum Studies<br>unrestricted
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Ma, Yue. "Assessing Student Achievement in Probability Problem Solving Using Collaboration Process Data: Development and Use of a Scoring Rubric." Thesis, 2021. https://doi.org/10.7916/d8-mx1x-3002.
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Collaborative problem solving (CPS) is a critical competency, because much of the work people do occurs in a social context involving direct collaboration. Meanwhile, schools are being pressured to reduce the amount of time devoted to large-scale assessments, and to adopt more natural or authentic assessments. It may be possible to address both these issues at once, if collaboration experiences are viewed as opportunities to assess student achievement.However, several issues arise in evaluating individuals’ problem solving skills in a collaborative context: (1) collaborative learning outcomes may obscure individuals’ contributions, making it difficult to isolate individuals’ performance; (2) outcome-based measures may ignore the processes of individuals’ or groups’ problem solving, thus leading to inaccurate estimations of individuals’ or groups’ knowledge, abilities and skills; and (3) prior evaluative focus of CPS research has usually been on social aspects of collaboration rather than domain-relevant cognitive skills. Therefore, the present study aimed to develop a process-based scoring rubric to evaluate individual student achievement in problem solving using collaboration process data. Furthermore, this study explored how group ability composition affects group performance and individual learning gains. The content domain was solving mathematical combinatorics and probability word problems.
Participants included 306 Chinese high school students, who performed the following three tasks in order: (1) an individual pretest with seven problems; (2) a collaborative task with three problems; and (3) an individual posttest with seven problems.
The results were as follows: First, a four-indicator scoring rubric was developed to evaluate student achievement in solving combinatorics and probability problems using collaboration process data. Evidence suggested that the scoring rubric can be considered reliable and valid in terms of being used as an individual assessment and a teaching tool. Thus, this scoring rubric may provide insights useful for developing relevant performance assessments on more complex and authentic performance tasks. Second, significant differences were found in group performance among dyads as a function of the group’s minimum student ability. Third, students working in dyads with higher maximum or average ability tended to gain more after collaboration. Finally, certain collaborative problem solving behaviors could be linked to individual learning gains.