Rubrics for clinical evaluation: objectifying the subjective experience.

Values in evaluation - The use of rubrics.

Traditional assessment techniques may not afford all students the opportunity to demonstrate their knowledge and skills. Rubrics may help students reach the objectives of an assignment. In this study, two rubrics were introduced to 55 community college students in two sections of an undergraduate education class. The first rubric was used to grade an assignment after completion of the project. The second rubric was distributed to the students before they completed an assignment. Student response to the experience is surveyed. Most students preferred to have the rubric in advance and reported that the rubric helped clarify the assignment. Three instructors used the rubric to re-grade anonymous term papers. Inter-rater reliability patterns seem to indicate that rubrics may increase objectivity in grading. Introduction The need for alternative assessments has been well documented (Wiggins, 1992; Brualdi, 1998; Browder, Spooner & Algozzine, 2003; and Byrnes, 2004). Soon after the 1983 landmark publication by the National Commission on Excellence, A Nation at Risk, it was recognized that " ... most of our present testing programs are poor instruments for improvement or maintenance of standards" (Resnick & Resnick, 1985, p.17). Lewis (1997) found that changes in assessment lead to changes in curriculum. Standardized tests are severely criticized for their questionable reliability and validity (Popham, 1999; Worthen, White, Fan & Sudweeks, 1999; and Steeves, Hodgson & Peterson, 2002). There is an ongoing debate over the use of standardized measures for high stakes decisions (Kleinhart & Kennedy, 1999; Sacks, 2000, Nezavdal, 2003; and Baines & Stanley, 2004). Using performance tasks has been proposed as either an alternative or a supplemental assessment. It is imperative that we attempt to standardize criteria and scoring as much as possible (O'Neil, 1992). To this end, educators have begun using rubrics as an in-class, school, district, city, and even statewide tool. It is suggested that future teachers need hands-on experience with rubrics as part of their training. The current research asks several questions: Will teacher education students and faculty find rubrics useful, helpful, clear, and easy to use? Will teacher education students and faculty be interested in using rubrics in the future? Will instructors' grades be similar when using rubrics? Background and literature review The University of Minnesota Institute for Learning Disabilities introduced curriculum-based measurement (CBM) in the 1980s under the direction of Stanley L. Deno and Phyllis Mirkin. Increasing the reliability and validity of CBM procedures was the goal (Deno, 1987). "CBM has been portrayed as more than a measurement system, however, and as a commitment to a problem-solving model of resolving educational challenges" (Shinn, Nolet and Knutson, 1990). It is believed that performance tasks help educators gain information about the abilities and knowledge of learners of English as a second language (Warren & Goodwin, 1990). Alternative assessment techniques were introduced to be used with the increasing culturally and linguistically diverse school population. A common claim is that standardized tests, by their nature, include cultural bias (Wilson & Martin, 2000; Solano-Flores & Trumbull, 2003). As multi-cultural representation in American school systems grows, educators need more reflective methods of assessment, as well as teaching strategies. These theories extend to the education of students with disabilities (Meltzer, 1992). Fuchs and Fuchs (1995) state that CBM can be used with a class-wide orientation for low, average, and high achieving students; but for students with learning disabilities, CBM needs to focus on individuals. Currently, the trend in the nation to raise academic standards in schools, while including students with special needs in general education classes, is evidenced by recent legislation in the No Child Left Behind Act, 2001, and the Individuals with Disabilities Education Improvement Act, 2004. …

Rubrics for Teacher Education in Community College

As a science, physics examines the complexity underlying the order in nature and in the environment, and also examines the logical implications of this complexity. From this point of view, information is born of some sort of complexity and the thoughts of problems. In fact, problems are one of the basic elements that provide communication in the learning environment (Bilen, 2006). One of the main objectives of science education is to train scientifically literate individuals who follow the technological and scientific developments. Science literacy as a general term is a combination of science-related skills, attitudes, values, insights and knowledge necessary for individuals to develop research-questioning, critical thinking, problem solving and decision-making skills, being lifelong learners, and maintaining curiosity about the world around them (Kavak, Tufan and Demirelli, 2006). The quality of science education needs to be increased in order to be able to raise scientific literate individuals. To this end, a special emphasis has been placed on concept teaching and the identification of existing alternative concepts of students in recent years because students often come to science lectures with their own theories and ideas that do not overlap with scientific ones (Hewson and Hewson, 1984; Posner, Strike, Hewson and Gertzog 1982; Roth, 1985). These concepts, which each individual has developed, differ from the scientific meanings accepted by the scientific world. This is named “misconception” by Helm (1980); “alternative frameworks” by Driver (1981); Gilbert, Osborne and Fensham (1982) have named it “children’s science”. According to Disessa (1993), misconception is that the knowledge taught is understood in a wrong way, while the alternative conception spontaneously evolves in the student. In recent years, countries have reorganized science curricula and put up-to-date teaching approaches and learning theories into practice. One of these learning theories is constructivist learning theory. The most important thought that this learning theory focuses on is the current knowledge of the student. Constructivist learning theory is essentially the building of new eXAMInAtIon oF ConteXtBAseD PRoBLeM-soLVInG ABILItIes oF PRe-seRVICe PHYsICs teACHeRs

/pdf/examination-of-context-based-problem-solving-abilities-of-23x0g9d6im.pdf

Examination of context-based problem-solving abilities of pre-service physics teachers

Building scholarly writing capacity in the doctor of nursing practice program.

Graduate-level nursing students need to be able to express concepts both verbally and in writing. For many students this will be an accumulative ongoing process that is guided by the instructors in each successive class. It is important that instructors use a tool that can consistently assess and evaluate student work, while providing feedback. Scoring rubrics do this by directing students toward areas that need improvement, while also giving credit for those items that are done correctly. Scoring rubrics can be used for both written and oral assignments and can be individualized to fit the context of the subject matter. Although rubrics have been largely associated with undergraduate students, they can improve the ability of graduate nursing students in the areas of written and verbal communication.

Using scoring rubrics to facilitate assessment and evaluation of graduate-level nursing students.

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Using scoring rubrics to facilitate assessment and evaluation of graduate-level nursing students.