Assessment Rubrics Research Articles

Upaya Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran IPAS Menggunakan Media Ular Tangga Berbasis Digital di Kelas V SDN 101766 Bandar Setia

This study aims to determine the learning outcomes of students in Magnet material using digital-based snake and ladder media in grade V of SD Negeri 101766 Bandar Setia. The method used is Classroom Action Research (PTK) which consists of 4 stages of activities in each cycle consisting of action planning, implementation of actions, observation/data collection and finally reflection. The subjects in this study are 24 students in class V of SD Negeri 101766 Bandar Setia. The instruments used in this study are multiple-choice test questions as many as 10 questions and an assessment rubric. The data collection technique uses direct observation techniques and uses quantitative data analysis techniques. The results of the research from the implementation of two cycles, where in the pre-cycle stage obtained student learning outcomes with an average of 65.83, then carried out the first cycle obtained a learning outcome score with an average of 75.42 which increased from pre-cycle to cycle I of 9.59. Finally, conducting cycle II obtained a learning outcome score of 82.08 which increased from cycle I to cycle II of 6.66. It can be concluded that the use of digital-based snake and ladder media can improve students' social science learning outcomes

Assessment Methods for Disciplinary Writing from the Perspective of Writing Education: Analysis of Performance Assessment Tasks and Rubrics

Assessment Methods for Disciplinary Writing from the Perspective of Writing Education: Analysis of Performance Assessment Tasks and Rubrics

Development of a Rubric using RubiStar

This paper discusses the development of a rubric using RubiStar, an online tool that facilitates the creation and customization of assessment rubrics for educators. The study highlights the importance of rubrics in providing clear expectations and criteria for student performance, thereby enhancing learning outcomes. By utilizing RubiStar, teachers can quickly generate rubrics tailored to specific assignments, saving time while ensuring that assessment criteria are transparent and accessible. Additionally, the paper explores how RubiStar's rubric analysis feature can assist educators in evaluating class performance, identifying areas for improvement, and refining instructional strategies. The development of a rubric using RubiStar offers a streamlined approach to creating effective assessment tools tailored to specific learning objectives. This platform not only simplifies the rubric creation process but also allows teachers to select from various templates and customize criteria based on their unique instructional needs. The user-friendly interface enables educators to modify existing templates or create new rubrics from scratch, promoting efficiency without sacrificing quality. Ultimately, this research underscores the value of integrating technology into the rubric development process to support effective teaching and learning, fostering a culture of continuous improvement in student achievement.

Manajemen Kurikulum Projek Penguatan Profil Pelajar Pancasila untuk Mewujudkan Imtaq pada Siswa di SDN Warungdowo I Pasuruan

Along with the change from the 2013 curriculum to an independent curriculum at the start of the 2022/2023 academic year. SDN Warungdowo I is one of the basic education institutions in Pasuruan Regency that was selected by the Ministry of Education and Culture to take part in the Class 2 Mobilization School Program. For this reason, researchers chose this institution to be the place for research on the Project for Strengthening the Profile of Pancasila Students (P5). The aim of this research is to reveal the design, implementation and results of the implementation of the Pancasila Student Profile Strengthening Project curriculum to realize imtaq for students at SDN Warungdowo I Pasuruan. Case study research method, because it can describe contemporary empirical research in a real life context. The research results show that the design of the P5 curriculum goes through a module planning process, organizing it using a block system at the end of the semester, and the P5 theme of the institution is a sustainable lifestyle with an evaluation system using assessment rubrics, and student performance. Implement P5 by carrying out activities according to the P5 module for each phase, using an assessment rubric with a checklist system, the P5 process goes through the stages of orientation, contextualization, action and reflection. Based on the recap of the assessment rubric, the results of its implementation in the Imtaq dimension with elements of morals towards nature reached 53%, the mutual cooperation dimension 27%, and the creative dimension 31%. Thus, it can be concluded that curriculum design and implementation of P5 play an important role in realizing the Imtaq dimension in students.

Development of a dynamic clinical assessment for finals

Different dental schools assess ‘finals' in different ways. Assessment of applied clinical knowledge and skills are commonly based on either objective structured clinical examinations or multiple ‘long cases'. While iterative changes naturally occur throughout education and assessment, it is important to step back and question what skills should be assessed and either identify or develop new assessment methods. At the point of graduation, these should capture the professional attributes expected of a ‘qualified dentist'. New graduate attributes we consider valuable, which can often be challenging to assess summatively in a high-stakes examination, include effective communication skills in a variety of contexts, the ability to be reactive and responsive, and to manage case complexity appropriately for the graduate level.Here, we report a dynamic assessment incorporating candidate interaction with a range of stakeholders. To reflect progression of changing clinical situations, we move away from solely traditional case-based discussions, which principally assess interaction with an examiner, and have introduced multiple scenarios with rapid situation changes, long-term follow-up, treatment complications and challenging communications. A cross-cutting assessment rubric was developed to assess candidates' information gathering/giving, communication, clinical and diagnostic reasoning, applied knowledge, management and professionalism.

Improving Teachers' Ability to Design Physical Education Learning Scenarios

This study aimed to: 1) Produce a draft lesson plan (RPP) in accordance with physical education learning. 2) Produce the design of physical education learning scenarios. The population in this study was elementary school Physical Education teachers in Ambon City, Central Maluku, and Tual City. The sample was determined by 1 Physical Education teacher from each district so that there were 4 teachers; 1 teacher from SD Negeri 65 Ambon, 1 teacher from SD Negeri 7 Masohi, 1 teacher from SD Negeri Sohoku, and 1 teacher from SD N Kolser Tual City. The area sampling technique was chosen based on the best representatives from each region. Data were collected using observation and documentation techniques. The assessment instrument for the preparation of Physical Education learning scenarios used the teacher professional education (PPG) assessment rubric. Data analysis used descriptive qualitative data analysis techniques. The results of preliminary data analysis show that the first, second, third, and fourth respondents all have very poor abilities. This can be seen from the results of the assessment score obtained amounting to 125 out of a total score of 280, or it can be said that the ability was 45%. Meanwhile, the fourth respondent hads an ability of 40%. Thus, based on the assessment scores of the elements of the learning model indicator, it was known that there is no teacher's ability to plan a learning model that can be used to teach the subject matter based on the demands of the 2013 curriculum. This can be seen from the acquisition of the average assessment score at the achievement of number 1. This is because the scenario does not include what learning model is suitable for teaching the selected subject matter. Keywords: teacher ability, scenario design, physical education learning

Analysis Results and Impact of the Sekolah Penggerak Program at Kolese Xaverius Ambon High School

This study describes the results and impact of the Sekolah Penggerak program at Kolese Xaverius Ambon High School. The focus of the research is four dimensions, including: Sekolah Penggerak program preparation, Sekolah Penggerak program planning, Sekolah Penggerak program implementation as well as results and Sekolah Penggerak program impacts. This research uses a descriptive-analytical approach used to describe in depth research problems to describe descriptively the phenomena that occur in the field. The participants this research were the school principal and deputy head of curriculum. The data collection techniques used were assessment rubrics, observation, free interviews and documentation studies. Data analysis was carried out descriptively (quantitative and qualitative). The results of data analysis in all dimensions obtained the results: 100%+92%+72%+87.5=351.5%/4= 88%. These results are in the category: (75% < The results of the analysis of dimension 1: Driving School Preparation obtained 100% results. These results are in the category (75% < X ≤ 100% = 4) meaning very good. Results of data analysis on dimension 2: Sekolah Penggerak program Arrangement, obtained a result of 92%. These results are in the category (75% < X ≤ 100% = 4) meaning very good. Results of analysis of dimension 3: Sekolah Penggerak program implementation the drive obtained a yield of 72%. These results are in the category (50% < X ≤ 75% = 3) which means good. Results of data analysis on dimension 4: Sekolah Penggerak program results and impact a result of 87.5% was obtained. These results are in the category (75% < X ≤ 100% = 4) meaning very good. The results obtained include: the school principal has become a role model by implementing team leadership, understanding assessment, learning tools, innovative learning models and information technology this has implemented differentiated learning, both content, process and product differentiation. There has been an increase in literacy, numeracy, character and school reports. Perceived impact: Energy used for partner schools, one student Kolese Xavier Ambon High School passing the selection and getting a scholarship to study in the United States, enthusiasm for entering high school, the trend of students graduating and entering their favorite college. Keywords: analysis, Sekolah Penggerak Program, leadership, assessment, school principal

Meningkatkan Hasil Belajar Menyundul Bola Dalam Permainan Sepak Bola Melalui Model Pembelajaran Pemecahan Masalah (Problem Solving) Pada Siswa Kelas VIII MTS Negeri 1 Maluku Tengah

The problem in this study is whether the learning outcomes of heading the ball in a football game can be improved through the problem solving learning model? The purpose of this study is to find out the improvement of learning outcomes of heading the ball in football games through the problem solving learning model in grade VIII students of MTS Negeri 1 Central Maluku. The subjects of the study were 18 students in grade VIII. The research instruments used in this study include; rubric assessment of attitudes, knowledge and psychomotor. The results of the study showed that the learning outcomes of the first cycle with a total score of 1214 and learning completeness reached 66.30% or there were 10 students who completed out of 18 students. Student learning outcomes in cycle II with a total score of 1441 and learning completeness reached 80.05%. There was an increase in learning outcomes of 13.75%.

Navigating the Future of Pedagogy: The Integration of AI Tools in Developing Educational Assessment Rubrics

ABSTRACTThe advent of artificial intelligence (AI) technologies heralds a transformative era in education. This study investigates the integration of AI tools in developing educational assessment rubrics within the ‘Curriculum Design Development and Evaluation’ course at the University of A Coruña during the 2023–2024 academic year. Employing an action–research methodological approach, 27 comprehensive evaluation rubrics were developed using AI tools like ChatGPT. The findings highlight AI's ability to enhance rubric precision, efficiency and alignment with curricular objectives, thus facilitating personalised learning experiences. This research underscores AI's transformative potential in education, advocating for broader adoption and the necessity for educators to acquire AI proficiency. The study demonstrates how AI tools can streamline the rubric development process, making it more accurate and time efficient while also ensuring the inclusion of essential curricular elements. Through this approach, AI can support innovative assessment strategies that are both effective and adaptable to diverse educational contexts.

Meningkatkan Hasil Belajar Menyundul dalam Permainan Sepakbola Melalui Model Pembelajaran Kooperatif Tipe Team Games Tournament (TTG) Pada Siswa Kelas X SMA Negeri 7 Ambon

Heading the ball is one of the learning materials for the game of football. Students are required to have competence through understanding and the ability to practice basic head-to-head techniques. The purpose of this study is to determine the improvement of football heading learning outcomes through the TGT learning model in grade X students of SMA Negeri 7 Ambon. This type of research is classroom action research. The implementation of the action takes place in two cycles. The subjects of the study were 26 students in class X. Learning outcomes are determined based on the rubric of assessment of attitudes, knowledge and skills. The results of the study showed that the learning results of heading the ball in cycle I, there were 16 students who had completed or 68.56% with a total score of 1391.25. Meanwhile, 10 students did not complete or 25.80% with a total score of 662.46. In the second cycle, 26 students have met the KKM or (91.01%) with a total score of 2295.72. The results of this study can be concluded that the TGT learning model can improve the learning outcomes of basic dribbling techniques in football games in grade X students of SMA Negeri 7 Ambon.

Construct validity of primary trait writing rubrics based on assessment use argument (AUA) validation framework

In assessing performance-based language assessment, the use of a valid and reliable scoring rubric is crucial to minimize measurement errors that become threats in the rating process. The validation process of rubrics which previously was based on qualitative data is not satisfying since empirical evidence is not present. Thus, drawing on the Assessment Use Argument (AUA) Validation Framework, this study aims to search for evidence to prove a claim which is Primary Trait Writing (PTW) rubrics for students self assessment activities are relevant to the construct being measured. Based on that, two warrants and one rebuttal were derived to prove the claim. The participants consisted of 149 secondary school students in a state in Malaysia and three facets identified in the study were the examinee (149 students), the rater (149 students and 3 teachers), and the trait (Content, Format, Cohesive Device, and Sentence Fluency). Many Facet Rasch Model was employed to search for evidence in approving the warrants and rejecting the rebuttal. Based on the statistical results, evidence has shown that PTW rubrics successfully discriminated between students' writing ability, and fulfilled the six basic conditions of rating scale effectiveness to a certain extent where the Cohesive Device trait became the primary concern. In addition, the fit statistics for all traits demonstrated internal consistency and the high-reliability index portrayed the criteria were well differentiated in terms of difficulty level. Thus, all evidence had shown that PTW rubrics obtained construct validity where the warrants were supported, and the rebuttal was rejected which led to the acceptance of the claim. The implication of this study highlights the importance of validating assessment rubrics to ensure their internal validity and the use of MRFM in providing comprehensive analyses of the strengths and weaknesses of the developed rubrics. The use of a primary trait type scoring rubric as a tool in students’ self-assessment activities must be highlighted as more current studies are focusing on holistic and analytic scoring. Therefore, it is suggested for future research to expand the use of the Primary Trait rubrics in other type of essays and to be used in peer-assessment activities. Therefore, it is suggested for future research to expand the use of the Primary Trait rubrics in other types of essay and to be used in peer-assessment activities.

The Implementation of Differentiated Learning in SMKN 10 Jeneponto

This research was conducted at SMKN 10 Jeneponto with Class X.TKJ as the study sample, selected through random sampling. The study explored the implementation of differentiated learning in content, process, and product, focusing on observations and interviews with teachers and students. The observations revealed that most aspects of differentiated learning were implemented, though some areas, such as content differentiation based on students' abilities and the provision of additional materials for students seeking challenges, were not fully realized. The process of differentiated learning, including the use of varied teaching methods, individual guidance, and flexible pacing, was mostly successful. However, the teacher did not provide an assessment rubric tailored to each student’s learning style, focusing instead on students’ overall understanding. Interviews with students indicated that most opted for written products due to time constraints and a preference for easier, quicker tasks. The findings suggest that while differentiated learning is being practiced, further attention to content differentiation and assessment rubrics is needed to fully support diverse student abilities and learning styles.

Incoherent coherence? Using systemic functional linguistics to improve oral language assessment literacy

AbstractThis paper discusses the challenges of defining coherence in the context of oral language assessment literacy and proposes that better understanding of the construct can be achieved through a systemic-functional linguistic lens. Coherence is taken to be a foundational quality of written and spoken discourse and is a standard feature in the assessment rubrics of most large-scale English-language oral proficiency tests such as IELTS, TOEFL, and Cambridge. However, the precise meaning of coherence, and how it can be identified in language, is difficult to grasp. This has implications for the makers and raters of tests as well as the candidates who take them. The literature suggests coherence is the most troublesome category to rate reliably and validly. The systemic-functional linguistic (SFL) model of language provides a rich description of coherence, but has been under-utilised by the language testing industry to date. In this paper we examine three aspects of coherence: (1) how it is currently conceptualised in oral language proficiency testing; (2) how it is conceptualised in linguistics in general and SFL in particular; and (3) how insights from SFL could inform the evaluation of coherence in oral language proficiency examinations.

Quality of Discovery Learning-Based Chemistry Learning Tools Developed by Chemistry Teacher Candidates

Prospective chemistry teachers play an important role in implementing Discovery Learning through the learning tools they develop. It is important to evaluate the quality of discovery learning-based learning tools utilised by prospective chemistry teachers in order to provide constructive feedback and improve their competence. This study aims to describe the quality of learning tools in the form of teaching materials and Learner Worksheets that have been prepared by prospective chemistry teachers. This research is a quantitative descriptive research. The population of this study were all students majoring in chemistry class of 2021. This study used purposive sampling technique. The sample of this study was prospective teacher students from the 2021 class B chemistry education study programme, totalling 23 people. Data collection techniques in the form of portfolio/document evaluation in the form of learning devices made by prospective chemistry teacher students. The learning tools collected by prospective teacher students are in the form of teaching materials and student worksheets based on Discovery learning. The learning devices that have been collected are then assessed using validated instruments and assessment rubrics and then scored to determine the ability category of prospective teacher students. The results showed that the quality of discovery learning-based teaching materials prepared by Chemistry teacher candidates in the construction component is categorized as Good, content/material is categorized as Very Good, learning assessment is categorized as Quite Good and discovery learning orientation is categorized as Good. The quality of discovery learning-based student worksheets prepared by prospective chemistry teachers in terms of the construction component is categorized as Very Good, learning activities are categorized as Very Good, learning assessment is categorized as Good and discovery learning orientation is categorized as Very Good.

Enhancing instructional design learning: a comparative study of scaffolding by a 5E instructional model-informed artificial intelligence chatbot and a human teacher

ABSTRACT To address the limitations of general-purpose artificial intelligence (AI) tools, we developed a task-oriented AI chatbot based on the 5E (i.e. “engage”, “explore”, “explain”, “elaborate” and “evaluate”) model to scaffold students’ instructional design process. We examined the impact of integrating the 5E instructional model-informed AI chatbot on students’ learning performance and perceptions. The results indicated that the AI chatbot, when combined with human teacher scaffolding, significantly improved the students’ instructional design performance relative to receiving human teacher scaffolding only. The chatbot provided valuable suggestions on instructional design frameworks, class activities and teaching topics during the “explore” phase. In the “evaluate” phase, the chatbot offered immediate feedback on the students’ design plans and proposed alternative instructional frameworks regarding areas for improvement. However, the students expressed concerns about the chatbot’s evaluation quality, noting that it needed to be better aligned with the course assessment rubric. We recommend using AI chatbots for instructional design conceptualisation, although we emphasise the critical role of human teachers in evaluating final design work and providing timely support.

Implementasi Model Project Based Learning Menggunakan Mind Map terhadap Keterampilan 4C Geografi Siswa Kelas X Fase E SMAN 15 Padang

Geography, as a discipline that studies the interaction between humans and the environment, as well as physical phenomena on Earth, plays an important role in developing 4C skills (Communication, Collaboration, Critical Thinking, and Creativity). However, many students still face challenges in applying 4C skills in geography learning. These challenges include a lack of student participation, as seen from their minimal involvement in class discussions, which hinders the development of communication and collaboration skills. This issue is often caused by low self-confidence or insufficient understanding of the material. Additionally, students frequently struggle with critical thinking, particularly in identifying and analyzing complex geographical problems. The method used in this research is descriptive qualitative, with the subjects selected using purposive sampling, resulting in a sample of Class X Phase E 8. Data collection was carried out using assessment rubrics in terms of attitudes, knowledge, and skills to evaluate student activities in creating Mind Maps. The results of this study show that the assessment of Mind Mapping, using the Project-Based Learning model, yielded an overall average score of 81.72, categorized as good, and positively impacted the development of students' 4C skills. Students demonstrated creativity (C6) by creating Mind Maps, which reflect their ability to think critically and creatively, core aspects of Higher Order Thinking Skills (HOTs). Furthermore, they showed improved communication and collaboration abilities in learning, thus achieving the 4C skills.

A Framework for the Communication Capabilities of scientists

ABSTRACT The ability to communicate science effectively is a key attribute for science graduates, and considerable work has been done to establish the techniques and skills associated with effective communication. What is less clear however, is the learning progression students traverse as they develop proficiency in science communication. In this study we evaluated aspects of university-level student science communication capabilities pre- and post- explicit teaching of core science communication capabilities. We used this data to identify the characteristics of early science communication learners and synthesise a robust learning progression Framework for Communication Capabilities (FCC). The FCC was created to support educators in identifying the characteristics of their learners to facilitate the constructive alignment of learning objectives, curriculum, and assessment rubrics for learners of science communication through early phases of their development.

PELATIHAN PENULISAN KARYA TULIS ILMIAH DALAM MENINGKATKAN KEMAMPUAN MENULIS PIMPINAN DAN KADER PK IMM FTIK UIAD SINJAI

This research examines the effectiveness of scientific writing training in improving participants' writing skills. The training method is a direct practice approach with mentoring, intensive training, discussion, and reflection sessions. The instruments used to measure writing ability before and after training are scientific writing assessment rubrics and self-assessment questionnaires. The research results showed a significant increase in participants' writing abilities after attending the training. Before the training, most participants had limited writing skills, especially in writing structure, data presentation, and scientific argumentation. However, after the training, participants significantly improved written structure, argumentation clarity, and analysis depth. Apart from that, this training also helped participants to develop a critical attitude towards literature and hone their ability to integrate knowledge from various sources to support the argument. Participants also received positive responses regarding the interactive training methods and in-depth approach to scientific writing techniques. This research concludes that scientific writing training effectively improves participants' writing skills. Therefore, it is recommended that similar training focusing on various aspects of scientific writing be carried out to support the development of participants' academic and professional competencies.

Developing a Threshold Concept Assessment Rubric: Using the Johnstone's Triangle Framework for Understanding Intermolecular Forces.

In undergraduate science education, laboratory courses stand as essential cornerstones of experiential learning. Chemistry laboratory courses offer students unique hands-on experiences that bridge the gap between theoretical knowledge and practical application. The journey through the undergraduate chemistry curriculum is paved with a series of conceptual gateways known as threshold concepts that can dramatically shape a student's understanding and success. We identified the idea of intermolecular forces (IMFs) as a threshold concept to students' ability to link molecular structures, properties, and applications to real-world problems such as extraction and separation of compounds. The development of course-specific pedagogical tools can provide students with the scaffolding necessary for the transition from novice to expert-level disciplinary comprehension. This work presents the development process of a Threshold Concept Assessment Rubric (TCAR) based on Johnstone's triangle framework and discusses its application for evaluating students' progress in overcoming a threshold concept. The rubric is used in a 200-level multilayer laboratory course that is intentionally designed with intermolecular forces as the central theme. We analyze the role and structure of different questions to provide a holistic assessment of students' learning processes using sample assignments. Furthermore, we demonstrate how insights from statistical analyses can highlight areas in which students struggle to gain expert or exemplary-level understanding of IMFs. This rubric development approach can be applied to other threshold concepts.

Experiences from supporting undergraduate students learning to communicate science: a comment on Lewenstein & Baram-Tsabari, 2022

ABSTRACT Effective instruction in science communication should result from the constructive alignment of learning objectives, curriculum, and assessment rubrics. A well-evidenced learning progression scaffold is key to support educators and learners, which Lewenstein & Baram-Tsabari have provided the foundation for in their 2022 Framework. In this Commentary, we briefly share our experiences in using the 2022 Framework to consider our students' ability to communicate science, and make suggestions that would expand the Framework to better describe our early learners. We elaborate upon these ideas in our accompanying manuscript, also part of this Special Issue.