Performance Rubrics Research Articles

Scaffolding techniques and speaking skill

The use of scaffolding techniques in the classroom help students improve the development of their language skills. The present study aimed to analyze the influence of Scaffolding techniques on the development of speaking skill in students of seventh semester in “Pedagogia de los Idiomas Nacionales y Extranjeros.” The research developed a quantitative approach and it was experimental. The population in the study were 24 students of seventh semester. The instruments used during the investigation were a preand posttest, the researcher used part 3 of B1 preliminary test to assess students before and after the treatments. The treatments consisted on 5 session where the researcher applied scaffolding techniques, additionally, a survey was applied to determine students’ perceptions towards the use of scaffolding techniques. Assessing speaking performance rubric was used to evaluate speaking sub skills such as: grammar and vocabulary, discourse management, pronunciation and interactive communication. At the end of the investigation, the findings showed an improvement in students speaking development since the average before the treatment was 6,8/10, in contrast, after the treatments students’ average was 7,7/10. Thus, scaffolding techniques influence the speaking skill instudents of seventh semester from Pedagogía de los Idiomas Nacionales y Extranjeros atUniversidad Técnica de Ambato.

Enhancing Digital Pedagogy in the Millennial Classroom: Evaluating the Effectiveness of Minecraft Education through the Kirkpatrick Model

This study explores the effectiveness of Minecraft Education as a tool for enhancing digital pedagogy among teachers. Utilizing the Kirkpatrick model of training evaluation, the research focuses on the first two levels: reaction and learning. The study involved 10 primary teachers from Malaysia, engaging in a two-week Minecraft Education course designed to develop digital pedagogy skills. This study used a mixed method design that combined performance rubrics and questionnaires to assess participants' reactions, skills, attitudes, and knowledge. Findings indicate a positive reaction from participants, with high levels of engagement and perceived educational value. Performance analysis revealed diverse levels of task performance, with some participants excelling while others faced challenges, suggesting the need for differentiated instructional strategies. Quantitative data showed moderate levels of skills, knowledge, and attitude development among participants, highlighting Minecraft Education's effectiveness in fostering practical abilities and engagement, yet also pointing to areas needing improvement in content delivery. The study concludes that while Minecraft Education is a promising educational tool, its effectiveness varies across different learning dimensions. Future research is recommended to compare Minecraft Education with traditional teaching methods and explore specific pedagogical strategies within the Minecraft environment. This will deepen understanding of its optimal use in educational settings.

Effects of Applying Problem Based Learning (PBL) Strategy Use on Students’ Oral Vocabulary as One Aspect of Speaking Performance

This study’s main goal was to investigate how PBL, a learning strategy, might improve students’ oral vocabulary, which is one component of their speaking abilities in an EFL class with grade 11 students as the emphasis. The experimental (treatment) and comparative groups were the two research groups. Biftu Nekemte Secondary School was the site of the study (BNSS). The study’s population comprised all eleventh grade students enrolled in the academic year of 2014–2022. As a type of quasi-experimental research, the current study used a non-randomized pre-test, post-test comparison group design. The researcher used a multi-phase sampling strategy. 48 students from the experimental group and 49 from the comparison group took part in the study. The pre- and posttest instruments were adapted from the speaking performance rubric by Brown (2004). In fact, the researcher simply applied the rubric’s vocabulary part. The study’s quantitative portion was calculated using a number of statistical procedures. Calculations were made using descriptive statistics tools for the pretest and posttest groups to determine if the data was parametric or not. Additionally, separate t-tests were conducted. Cohen’s D (Effect Size) and Cohen’s Kappa (for inter-rater reliability) were also conducted, and they were equally significant. The usage of problem-based learning as a learning approach was found to considerably enhance EFL learners’ oral vocabulary skills, which is one facet of speaking abilities. Therefore, it is advised that various stakeholders take into account using PBL as a learning technique in EFL classes, especially for the teaching and acquisition of oral vocabulary.

PEMBELAJARAN BERDIFERENSIASI SEBAGAI MODUL AJAR PROJEK PENGUATAN PROFIL PELAJAR PANCASILA PADA SMK

This research was conducted due to the policy of renewing the national curriculum to the Merdeka Belajar curriculum, which contains Differentiated Learning approach and the Project for Strengthening the Pancasila Student Profile (P5) for elementary to high school levels. The interesting thing to study here is how to implement this policy in the realm of vocational education at SMK (Vocational High School). This research aims to investigate how the differentiated learning approach is implemented on the Project for Strengthening the Pancasila Student Profile in vocational schools. This research uses a qualitative approach with descriptive analysis methods. Data collection uses observation, interviews, and documentation studies. Miles and Huberman's interactive analysis techniques are used in data analysis, including data reduction, display, and conclusion drawing. This research shows that planning involves analyzing school readiness, forming committees, establishing success indicators, providing P5 training for teachers, mapping students using diagnostic assessments, determining P5 themes, and designing learning modules. Implementation includes P5 socialization, differentiated learning processes, product guidance, and productive expo projects. Evaluation has been carried out through reflection sessions at the end of each lesson, performance rubrics, and written tests. In general, a differentiated learning approach as module for the Project for Strengthening the Profile of Pancasila Students in Vocational Schools has been implemented continuously and has had a positive impact on students, as shown by increased enthusiasm and satisfactory assessment results.

Promoting Student Performance in STEM EDP Model on Climate Change Topics

Performance assessment is an authentic assessment that can be done with various kinds of assessments such as written assessments, observation, and assignments that can provide better feedback on performance and skills. Learning using STEM-EDP model is a learning that encourage students enggagement and in line with performance assessment. The topic in this lesson is climate change, that is relate with with global issue and suitable for STEM-EDP learning. The purpose of this study was to find out how the performance assesment category of class VII F students at Public Junior Highschool in Samarinda. This research uses a quantitative descriptive approach. The sample of this research was 31 students who were taken by cluster random sampling technique. The instruments used in this study were student worksheets and student performance rubrics. The results of the study obtained a process performance value of 78.3 and 78.6 which describes the process performance in the good category. The product performance values are 81.3 and 83.9 which fall into the very good category.The performance of students need to be promoted by more STEM EDP learning especially in junior high school level.

Analysis of Development of Biology Teacher Performance Assessment to Assess Students in Practicum Activities

Purpose of the study: This study aims to analyze the development of biology teacher performance assessments to assess students who are in practicum activities at SMA Negeri Batanghari Regency.
 Methodology: This research is included in the quantitative descriptive research. The subjects in this study were biology teachers in class X and XI IPA at SMA Negeri 1 and 2 Batanghari Regency. The analysis carried out by the researcher included: performance task indicators, performance rubrics, and assessment methods. The research data was obtained from the results of observation sheets, self-assessment questionnaires and peer assessment questionnaires, as well as documentation.
 Main Findings: Based on research on the analysis of the development of biology teacher performance assessments to assess students in practicum activities at SMA Negeri Batanghari Regency, the overall percentage results obtained were in a good category for SMA Negeri 1 (69.5%) and in a bad category for SMA Negeri 2 (48.4 %). Based on the overall results, it can be concluded that the biology teachers at SMA Negeri 1 and 2 have made performance assessments in practicum activities, but the performance assessments that have been made are incomplete. This is because the biology teacher still has not made clear performance assignments for each practicum activity to be carried out. In addition, the teacher in making rubrics did not include clear scoring.
 Novelty/Originality of this study: It is expected that Biology teachers need to understand the importance of performance assessment in practicum activities by participating in training or seminars in order to achieve competence and goals in accordance with the educational curriculum.

Guided, motor, and mental imagery adjuncts to teaching central venous access.

Mental, motor, and guided imagery techniques are commonly used in sports psychology, but less often in medical education. Utilization of imagery-based techniques (IBTs) in combination with traditional teaching methods may provide a low-cost, innovative approach to improving outcomes in graduate medical education. The objective was to assess whether medical students demonstrate greater proficiency in the ability to obtain central venous access in simulation trainers following exposure to guided, mental, and motor imagery teaching methods in comparison to traditional methods. Volunteer fourth-year medical students during their emergency medicine rotation were randomly assigned to two groups, traditional plus imagery teaching or traditional teaching alone. The control group watched a video tutorial on central line placement methods. The study group watched the same video with the addition of imagery components. Participants filled out survey questions before and after the video and again after line placement. Proctors blinded to student group assignments then observed student placement of an internal jugular triple-lumen catheter on a simulation trainer and completed a standardized performance rubric. Sixty medical students participated. Two were excluded for having performed five or more lines either clinically or in a previous simulation. There was no difference in self-perceived competence in line placement prior to watching the video or in the number of lines previously performed between groups. The imagery group (n = 25) averaged 1.3 errors/need for intervention compared to 2.2 errors/need for intervention in the control group (n = 33; p = 0.045, 95% confidence interval [CI] 0.02 to 1.61). Time to place the line was similar-8.9 min for the control group versus 8.6 min for the imagery group (p = 0.74, 95% CI -1.39 to 1.95). The use of IBTs may be a promising adjunct to traditional medical teaching of procedures in emergency medicine.

Lights up! Assessing standards-based performance skills in drama education

With the recent release of the National Core Arts Standards (NCAS), educators need new consistent, fair assessments of drama learning. As an initial starting point, this paper reports on the creation of the LATA Drama Performance Rubric, a standards-based assessment to measure learning occurring under real drama classroom conditions that we hope evaluators will find to be useful. A widespread group of drama instructors coordinated with researchers to create a rubric containing four categories: (1) Diction and Volume; (2) Movement and Gesture; (3) Group Coordination; and (4) Stage Presence. Field testing of the instrument with 97 students in the treatment group and 80 students in the control group demonstrated its ability to distinguish between fourth-grade classrooms that had and had not received long-term drama instruction. Reliability, validity, and NCAS alignment are discussed, along with limitations and future recommendations.

Simple but not simplistic: Findings from a theory-driven retrospective evaluation of a small projects program

Background and purposeFrom 2010–2019, the United States Peace Corps Volunteers in Georgia implemented 270 small projects as part of the US Peace Corps/Georgia Small Projects Assistance (SPA) Program. In early 2020, the US Peace Corps/Georgia office commissioned a retrospective evaluation of these projects. The key evaluation questions were: 1) To what degree were SPA Program projects successful in achieving the SPA Program objectives over the ten years, 2) To what extent can the achieved outcomes be attributed to the SPA Program’s interventions, and 3) How can the SPA Program be improved to increase likelihood of success of future projects. MethodsThree theory-driven methods were used to answer the evaluation questions. First, a performance rubric was collaboratively developed with SPA Program staff to clearly identify which small projects had achieved intended outcomes and satisfied the SPA Program’s criteria for successful projects. Second, qualitative comparative analysis was used to understand the conidtions that led to successful and unsuccessful projects and obtain a causal package of conditions that was conducive to a successful outcome. Third, causal process tracing was used to unpack how and why the conjunction of conditions identified through qualitative comparative analysis were sufficient for a successful outcome. FindingsBased on the performance rubric, thirty-one percent (82) of small projects were categorized as successful. Using Boolean minimization of a truth table based on cross case analysis of successful projects, a causal package of five conditions was sufficient to produce the likelihood of a successful outcome. Of the five conditions in the causal package, the productive relationship of two conditions was sequential whereas for the remaining three conditions it was simultaneous. Distinctive characteristics explained the remaining successful projects that had only several of the five conditions present from the causal package. A causal package, comprised of the conjunction of two conditions, was sufficient to produce the likelihood of an unsuccessful project. ConclusionsDespite having modest grant amounts, short implementation periods, and a relatively straightforward intervention logic, success in the SPA Program was uncommon over the ten years because a complex combination of conditions was necessary to achieve success. In contrast, project failure was more frequent and uncomplicated. However, by focusing on the causal package of five conditions during project design and implementation, the success of small projects can be increased.

Https://www.asianinstituteofresearch.org/EQRarchives/Development-of-the-Physical-Activity-Plan-for-Physical-Education-Instruction-in-Public-Senior-High-Schools%3A-An-Exploratory-Sequential-Mixed-Method-Inquiry

Physical education (PE) develops students’ motor skills, knowledge, and behaviors for active living. As such, individuals need to participate in various physical activities (PA) which contribute to a healthy lifestyle. But many PE programs fail to bring the actual value of a lifetime PA and fitness. Therefore, there should be extended scientific research that promotes participation level as a health intervention that will promote health and wellness. Through this, an exploratory- sequential mixed method inquiry was utilized to gather insights of senior high school PE teachers towards the development of physical activity plan (PAP). Likewise, the remaining senior high school PE teachers in the province assessed the degree of alignment of the PAP in the most essential learning competencies in PE, and the degree of the practical application of the developed PAP in PE instruction. The qualitative results summarized the general ideas of PE teachers regarding the PAP. They have specific suggestions on what topics, PA, and classroom assessment tools should be included in the plan related to the competencies in PE 1, PE 2, PE 3, and PE 4. As such, a series of performance rubrics have been attached to the plan. Moreover, the quantitative results revealed that the developed PAP has a high degree of alignment with the current competencies in the senior high school PE curriculum. Likewise, the developed PAP has a high degree of practical application in PE instruction. Integrating the data in the two phases of the data collection, showed that the developed PAP can be implemented in the senior high school PE curriculum. As such, the PAP may be utilized as the baseline for PE teachers for implementation. Moreover, future researchers may address the limitations of the conducted study.

Development of a performance rubric for transanal endoscopic rectal purse-string sutures.

Placing a transanal endoscopic rectal purse-string suture (taEPS) is the crucial first component of transanal total mesorectal excision (taTME). However, no structured training is available to improve the procedure-specific skills for taEPS. The aim of this study was to create a performance rubric to improve taEPS skills and provide preliminary evidence for its validity. A performance rubric was created based on technical considerations for taEPS, identified by consulting with taTME surgical and performance assessment experts. Ten independent, blinded raters assessed 10 videotaped taEPS procedures of consecutive taTME cases, at National Cancer Center Hospital East (NCCHE), Chiba, Japan, in January 2018-March 2019 using the rubric and the Global Operative Assessment of Laparoscopic Skills (GOALS). Internal consistency and inter-rater reliabilities were calculated. Videotaped taEPS procedures were timed and assessed by the rubric. Correlation between rubric scores and suturing times were analyzed. The rubric consists of four items: loading the needle (LN), atraumatic needle passage (AP), planned suture path (PS), and overall performance (OA). Videotaped performances were graded on a 3-point Likert scale; scores were calculated as sums of the points. Cronbach's α for internal consistency was 0.713. Inter-rater reliabilities were LN: 0.73, AP: 0.76, PS: 0.71, and OA: 0.70. Rubric and GOALS scores were strongly correlated (r = 0.964, p < 0.001). In 112 consecutive taEPS performances, rubric scores were strongly correlated with suturing time (r = - 0.69, p < 0.001). Surgeons' experience with taTME was associated with rubric scores and suturing time. This study provides preliminary validation for the taEPS skill performance rubric. The rubric's structured training may facilitate skill acquisition by providing trainees with critical clinical considerations.

A challenge to build the professional profile of the public manager in Perú [Un desafío para construir el perfil profesional del gestor público en Perú

The objective of the research was to analyze the profile of the public manager in Peru. Methodology: Qualitative approach, case study. The population consisted of 6 participants who are public managers in the education sector from different hierarchical levels, who agreed to participate voluntarily. An interview with in-depth open-ended questions was conducted. The results: the participants expressed that the public manager leader who manages must maintain communication and consensus with argumentation, reflecting on work performance to achieve objectives and efficiency. Likewise, most managers indicated that they are not evaluated through performance evaluation instruments or rubrics. However, what is perceived periodically is that the fulfillment of commitments and goals to be achieved annually is evaluated. On the other hand, they share the idea that feedback is important to identify and solve some work situations that limit management. It is concluded that the profile of public managers of high pedagogical positions in the educational sector lacks an evaluation with validated instruments. In view of this situation, it is necessary to socialize the evaluation rubrics with the managers. It should be noted that, in practice, it is perceived that job performance is being evaluated by goals and objectives. Pedagogical specialists maintain the need to strengthen general competencies in the labor field, not only at the beginning of their entry and at the end of their appointment, but to do so continuously, with emphasis on sustaining a highly competent management that raises the quality of the services provided in the educational sector.

ANALYSIS OF THE IMPLEMENTATION OF PERFORMANCE ASSESSMENT ON THEMATIC LEARNING IN ELEMENTARY SCHOOLS

This research was conducted to obtain an overview of teacher planning, implementation and reporting in the assessment of performance in thematic learning in elementary schools. This reseach uses descriptive qualitative method. The subjects in this strudy were the principal, elementary school coordinator teacher, and teachers grade I – VI. The techniques used in data collection are interviews, observation, and documentation. This study will obtain complete data, namely primary data and secondary data, where primary data is obtained through observations and interviews, while secondary data is obtained through documents, photographs and videos related to performance work. Data were analyzed through steps of data reduction, data presentation, and conclusion concluded. The results of this study show three conclusions. First, planning decides the performance assessment to complete the objectives to be achieved, chooses activities that are suitable for students, determines assessment criteria and compiles a performance rubric. Second, approve the performance assessment, complete the discussion of the availability of tools and materials, provide and submit the rubric of the performance, conduct question and answer and discussion about the rubric, monitor the process of carrying out the performance tasks, conduct research according to the rubric, improve it and improve it. Third, reporting the performance assessment is presented in the form of numbers and descriptions that are delivered to students, fellow teachers, school management teams and participants at PTC (Parent Teacher Conference). Performance appraisal encourages comprehensive, teachers apply performance appraisal in applying the knowledge and attitudes that students relate to performance skills. Carrying out performance tasks is hampered by time, solutions that can be done provide students with understanding material before carrying out performance tasks.

An End-of-Life Communication Performance Rubric: Reliability Assessment.

Nurse educators still struggle with teaching and assessing end-of-life communication skills. Many resources are available to assist in teaching end-of-life communication, but few tools exist to assess performance learning outcomes. Behavior evaluation tools must be user-friendly and provide beneficial student feedback. Quality end-of-life patient care and nursing job satisfaction depend on skillful communication. The purpose of this study was to evaluate the reliability of an end-of-life communication clinical simulation evaluation performance rubric. Moderate interrater consistency and agreement were found between 3 evaluators when assessing the same students. All simulation evaluators agreed that the performance rubric was user-friendly and provided rich feedback for students during simulation debriefing. The performance evaluation tool was moderately effective when evaluating end-of-life communication performance and appears as a worthy framework for other behavior evaluations.

Implementasi metode bagian dalam meningkatkan keterampilan servis forehand tenis meja

The aim of this research is to improve students' table tennis forehand service skills. This research is a classroom action research. More specifically, this research is collaborative classroom action research, namely collaboration between researchers and field practitioners (teachers). This study consisted of several cycles, each cycle through stages, action planning, action implementation, observation and reflection. The subjects of this study were 27 students of class VIII1 SMP Muhammadiyah 2 Pekanbaru. This study used learning tools and data collection instruments for the performance rubric of table tennis forehand service skills. Based on the results of research and discussion, it can be concluded that the application of the part method can improve the table tennis forehand service skills of class VIII1 students of SMP Muhammadiyah 2 Pekanbaru. Where from 27 students have shown good results where an increase in the number of children who are able to reach or pass the minimum benchmark reference value (KKM). Based on the findings of this study, it is hoped that physical education teachers can make the method part of a solution in improving table tennis forehand service skills.

Making the Cut: Equitable Team Selection Using Performance Rubrics

This article describes what are best coaching practices in assessing the variety of physical, psychological, and social skills that may help in narrowing down your tryout pool. Effective, objective, equitable team selection will be significantly enhanced with the use of performance rubrics.

The Development of Activity Literacy Teaching Material Based on Multimodal of Literacy for the grade 4th at SDS Amir Hamzah

This study aims to: (1) Describe the development of multimodal literacy-based literacy teaching materials at SDS Amir Hamzah. (2) Testing the feasibility of teaching materials for literacy activities based on multimodal literacy at SDS Amir Hamzah. (3) Testing the effectiveness of teaching materials for literacy activities based on multimodal literacy at SDS Amir Hamzah. This research is a development research using the ADDIE development model, namely: Analysis, Design, Development, Implementation, and Evaluation. The subjects of this study were the fourth grade students of SDS Amir Hamzah in the 2019/2020 academic year consisted of 21 students. The instruments used are questionnaires of expert validity, student and teacher responses, and student performance rubrics using literacy activity teaching materials. The results of this study indicate that (1) the process of developing teaching materials for literacy activities based on multimodal literacy includes five steps, namely: analysis, design, development, implementation, and evaluation. (2) The literacy activity teaching materials of multimodal literacy-based are feasible to use with an average percentage of 88.47% and very feasible criteria. (3) The effective multimodal literacy-based literacy activity teaching materials are used with a gaincore value of 0.575.

Examining the Relationship Between Teacher Performance Ratings and District Under the Ohio Teacher Evaluation System

The soundness of the Ohio Teacher Evaluation System (OTES) depends heavily on evaluators’ uniform interpretation of the qualitative Teacher Performance rubric. This study investigates the relationship between teachers’ district of employment, and the Teacher Performance ratings they receive under OTES. For Ohio districts that implemented OTES in 2012-2013, 2013-2014, and 2014-2015, the proportion of various Teacher Performance ratings and Student Growth Measures ratings are examined and compared to statewide proportions, using descriptive data and a log-linear model. Findings speak to the importance of a continued or renewed emphasis on fostering uniform interpretation and implementation of teacher evaluation rubrics and systems.

Ethnomathematics in Balinese culture as a learning material for logic and reasoning geometry

Indonesia’s inVolvement in international tests, one of which PISA (Program for International Student Assessment), shows that Indonesia learners are less capble of using mathematical concepts to solve problems associated with real life. This is because these students tend to be taught practical formulas that will be used to answer questions in the exam. This research aimed at describing ethnomathematics in some Balinese cultural elements; ceniga, the yard size based on asta kosala-kosali, and also the pattern of Legong dancer position. Those three cultural elements were used because it is appropriate with plane figure geometry material for seventh grade students and further it is hoped to create ethnomathematics-based geometry problems. This research was a descriptive qualitative. The data were collected by conducting Balinese culture based geometry test to know the seventh grade students’ logic and mathematics reasoning ability that had been chosen as the subject of the research based on the performance rubrics. The results of research show that there are significant mathematical abilities of students to logic and reasoning in solving geometry-based culture of Bali.

Prospective biology teachers’ inquiry ability in free inquiry learning of molecular biology

The inquiry ability required by biology teacher in understanding and discussing the concepts of science in the classroom. This ability can be developed by prospective biology teachers during the learning process in college. Qualitative research method with one-shot case study design aims to assess the inquiry ability of 29 prospective biology teachers in free inquiry learning of molecular biology, especially on the DNA Isolation concept. The instrument of data collector is the inquiry ability test with five inquiry indicator, activity observation sheet and practice performance rubric. Data were analyzed by quantitative descriptive technique. The data analysis showed low performance test results for all indicators, moderate scores for inquiry activity and high scores for practice performance. Based on the results can be concluded that free inquiry learning is not maximal in shaping the prospective biology teachers’ inquiry ability; low category based on inquiry ability test results, moderate category for inquiry activity aspect and high category for performance of lab work aspect.