Scoring Rubric Research Articles

The Effectiveness of Grade 9 Mathematics Teachers in Mahwelereng Circuit Secondary Schools

Teacher effectiveness plays an important role in the teaching and learning processes as aspects of education. The purpose of this study was to investigate the effectiveness of grade 9 mathematics teachers and its influence on learner performance. The study was led by three research objectives which were to examine the influence of teacher effectiveness on learner performance in mathematics, to explore what teachers can do to improve their teaching effectiveness of grade 9 mathematics, and to identify the qualities and attributes that influence learner performance in mathematics. It is important to address these questions to help school districts and policy makers in finding the solution to close the gap. An evaluation tool like a Teacher Effectiveness Rubric or Teacher Evaluation Rubric Score for a specified school year can be implemented. Research was conducted around it and relevant literatures were reviewed on themes and findings that emerged from different authors concerning effectiveness of mathematics teachers. This study involved five secondary schools and participants were five grade 9 mathematics teachers and their heads of departments. All participants were purposely selected. Participants agreed to take part by signing consent forms. Data collection was done using interviews, observations, and document analysis. Semi-structured interview questionnaire was conducted, and data was analyzed thematically. Findings recommended future research on how well teachers can approach teaching mathematics effectively and effective teaching methods that can help learners perform better in mathematics. The results provide information on how to increase teacher effectiveness with necessary support.

A Scoring Rubric for the Knowledge Section of the Systems Quality Improvement Training and Assessment Tool.

Quality improvement (QI) competencies for health professions trainees were developed to address health care quality. Strategies to integrate QI into curricula exist, but methods for assessing interdisciplinary learners' competency are less developed. We refined the Knowledge section scoring rubric of the Systems Quality Improvement Training and Assessment Tool (SQI TAT) and examined its validity evidence. In 2017, the SQI TAT Knowledge section was expanded to cover seven core QI concepts, and the scoring rubric was refined. Three coders independently scored 35 SQI TAT Knowledge sections (18 pretests, 17 posttests). Interrater reliability was assessed by percent agreement and Cohen's kappa for individual variables and by Lin's concordance correlation for total scores for knowledge and application. Concurrent validity was assessed by comparing responses from two groups with different QI exposure and evaluating whether differences in exposure were measured. Total-score interrater reliability average measures of concordance were .89 for all coders and >.70 for six of seven concept scores. The total score discriminated the two groups (p <. 05), and five of seven concept scores were higher for the group with more QI experience. Total scores were significantly higher posttest than pretest (p < .001), with improvement in posttest knowledge scores. The SQI TAT Knowledge section provides a comprehensive assessment of QI knowledge. The scoring rubric was able to discriminate QI knowledge along a continuum. The SQI TAT Knowledge section is not linked to a clinical context, making it useful for assessing interprofessional learners and varying education levels.

Applying Mind Mapping Strategy in Fostering Students’ Writing Skill

This research was conducted to undertake students’ problems in writing skill dealing with the process to produce descriptive text in which there were 28 students of MTs Mambaul Ulum Banjarejo Pagelaran Malang. Regarding to the research design, Classroom Actin Research (CAR) was utilized. The research employed two cycles in which each cycle consisting of two meetings. Dealing with the instruments, test (preliminary and post-test) was applied to obtain data findings. Test covered pre-test and post that was used to investigate students’ prior writing skill score before and after teaching them by using mind mapping. In analyzing students’ writing skill, He utilized writing Scoring Rubric. Finding showed that in preliminary test, students obtaining a minimum mastery criterion (KKM) was 10,71%. It indicated that mostly students’ writing skill was under score minimum. Yet, for the first cycle, students obtaining a minimum mastery criterion was 42,85%. The first cycle showed an improvement of students' writing score. While for the second cycle, students obtaining a minimum mastery criterion was 75,00%. Finding underlined mind mapping was effectively in fostering students’ writing skill. Hence, this research highlighted and recommended mind mapping strategy should be applicated and utilized when teaching writing skill related to descriptive text exactly.

Rubric-based holistic review: A promising route to equitable graduate admissions in physics

As systematic inequities in higher education and society have been brought to the forefront, graduate programs are interested in increasing the diversity of their applicants and enrollees. Yet, structures in place to evaluate applicants may not support such aims. One potential solution to support those aims is rubric-based holistic review. Starting in 2018, our physics department implemented a rubric-based holistic review process for all applicants to our graduate program. The rubric assessed applicants on 18 metrics covering their grades, test scores, research experiences, noncognitive competencies, and fit with the program. We then compared faculty’s ratings of applicants by admission status, sex, and undergraduate program over a three-year period. We find that the rubric scores show statistically significant differences between admitted and nonadmitted students as hoped. We also find that differences in rubric scores based on sex or undergraduate program reflected known systematic inequities such as applicants from smaller and less prestigious undergraduate universities scoring lower on the physics GRE and women performing more volunteer work in academia. Our results then suggest rubric-based holistic review as a possible route to making graduate admissions in physics more equitable.Received 8 October 2021Revised 7 September 2022Accepted 20 October 2022DOI:https://doi.org/10.1103/PhysRevPhysEducRes.18.020140Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasDiversity & inclusionEducational policyProfessional TopicsGraduate studentsPhysics Education Research

Rubric development for AI-enabled scoring of three-dimensional constructed-response assessment aligned to NGSS learning progression

IntroductionThe Framework for K-12 Science Education (the Framework) and the Next- Generation Science Standards (NGSS) define three dimensions of science: disciplinary core ideas, scientific and engineering practices, and crosscutting concepts and emphasize the integration of the three dimensions (3D) to reflect deep science understanding. The Framework also emphasizes the importance of using learning progressions (LPs) as roadmaps to guide assessment development. These assessments capable of measuring the integration of NGSS dimensions should probe the ability to explain phenomena and solve problems. This calls for the development of constructed response (CR) or open-ended assessments despite being expensive to score. Artificial intelligence (AI) technology such as machine learning (ML)-based approaches have been utilized to score and provide feedback on open-ended NGSS assessments aligned to LPs. ML approaches can use classifications resulting from holistic and analytic coding schemes for scoring short CR assessments. Analytic rubrics have been shown to be easier to evaluate for the validity of ML-based scores with respect to LP levels. However, a possible drawback of using analytic rubrics for NGSS-aligned CR assessments is the potential for oversimplification of integrated ideas. Here we describe how to deconstruct a 3D holistic rubric for CR assessments probing the levels of an NGSS-aligned LP for high school physical sciences.MethodsWe deconstruct this rubric into seven analytic categories to preserve the 3D nature of the rubric and its result scores and provide subsequent combinations of categories to LP levels.ResultsThe resulting analytic rubric had excellent human- human inter-rater reliability across seven categories (Cohen’s kappa range 0.82–0.97). We found overall scores of responses using the combination of analytic rubric very closely agreed with scores assigned using a holistic rubric (99% agreement), suggesting the 3D natures of the rubric and scores were maintained. We found differing levels of agreement between ML models using analytic rubric scores and human-assigned scores. ML models for categories with a low number of positive cases displayed the lowest level of agreement.DiscussionWe discuss these differences in bin performance and discuss the implications and further applications for this rubric deconstruction approach.

An exploratory study of a hands-on naloxone training for rural clinicians and staff.

Since the COVID-19 pandemic, an increase in fentanyl-combined drugs has led to a surge in opioid overdose deaths in the United States. Higher opioid overdose mortality rates are problematic in rural communities, and there are few prevention, treatment, and recovery resources for individuals experiencing opioid use disorder. This exploratory project aimed to investigate a hands-on naloxone training for rural clinicians and staff. Rural clinicians and staff at two behavioral health centers were recruited to participate in a 30-min lecture and 30-min hands-on intranasal naloxone training using a low-fidelity mannequin. A pre-post opioid knowledge questionnaire, rubric based on the Substance Abuse and Mental Health Services Administration toolkit, and investigator-generated survey were used to evaluate opioid knowledge and response, demonstration of intranasal naloxone administration, and participants' perceptions of the training. Enrollment characteristics were summarized using descriptive statistics and paired t-tests were used to assess mean differences. Of the nine participants in the project, seven (87.5%) were female and six (75.0%) were Black. Four participants assumed a therapist role, attained a MS or MA degree, and had 5 or more years of experience working in healthcare. The total mean rubric score for all participants was 96.0 (SD=8.8). No significant pre-post mean differences among opioid knowledge, overdose risk, and overdose response categories were found, all p > 0.05. However, post-intervention mean scores were slightly higher in all categories except overdose risk. Most participants (77.8%) responded that they felt comfortable handling an opioid situation and teaching the training to community members. Open-ended responses indicated that participants liked the demonstrations, examples used, hands-on nature of the training, and the presentation materials. A hands-on naloxone training is beneficial for training rural clinicians and staff to respond to opioid overdose. This training may be a promising solution to reduce response time between recognition of opioid symptoms and administration of the life-saving medication, naloxone. Future studies should examine the efficacy of this training in larger samples with the inclusion of rural interdisciplinary teams, trusted community leaders, and family and friends of those impacted by opioid use disorder. This innovative hands-on naloxone training is designed for rural clinicians and residents who are most likely to witness individuals experiencing opioid toxicity. The primary goal is to reduce response time between recognition of signs and symptoms and administration of the life-saving medication, Naloxone.

Data-driven iterative refinements to educational development services: directly measuring the impacts of consultations on course and syllabus design

Evidence-based practice in educational development includes leveraging data to iteratively refine center for teaching and learning (CTL) services. However, CTL data collection is often limited to counts and satisfaction surveys rather than direct measures of outcomes. To directly assess impacts of consultations on course and syllabus design, we analyzed 94 clients’ syllabi (32 faculty, 62 graduate students and postdocs) before and after consultations. Faculty and non-faculty clients demonstrated significant change following consultations (6% and 10% gains in syllabus rubric scores, representing 50% and 31% of possible gains and effect sizes of 0.73 and 1.04 standard deviations, respectively). We compared faculty clients to quasi-experimental control groups that did not receive consultations. Syllabi from non-clients scored lower and did not demonstrate similar changes across semesters. Attendance at a CTL seminar on course and syllabus design did not explain variation in clients’ syllabi. We discuss implications for assessment of CTL services and how we leveraged formative assessments to inform and iteratively refine our educational development practices.

Effects of Online Collaborative Writing via Google Docs on Learners’ Writing Performance and Interaction: A Case Study of Asian EFL Learners

This study investigated the effects of online collaborative writing and writing contributions in Google Docs of 35 Asian EFL university learners in a composition course. Data were collected from students’ pre- and post-test writing, two extended online collaborative tasks: writing descriptive and argumentative essays, and student reflections. Students’ writing performances were assessed using Jacobs et al.’s (1981) composition analytic scoring rubric. Paired sample t-test analysis showed that academic writing performance significantly increased after participating in two extended collaborative writing tasks. Learners developed more extended written texts and texts were more accurate in the post-test writing. Furthermore, Pearson correlation coefficient (Pearson’s r) analysis showed that learners’ text contributions, their use of writing change functions and language functions during the collaborative process was positively correlated with their post-writing performance. This study supports the notion of writing as an exploratory and recursive process, but not linear.

A New Teaching Tool for Peer Review of Charting and Care in the Emergency Department

Poor documentation, incomplete medical decision-making, missing progress notes, and inappropriate care play a major role in medical malpractice cases. We introduced a new quality improvement (QI) process focused on evaluating and improving documentation and clinical care. We hypothesized that a modified, simplified QI scoring rubric would demonstrate inter-rater reliability among attending physicians and provide a useful new standardized tool for both QI departmental review and peer review. We modified a previously developed rubric template that demonstrated high inter-rater reliability for a more streamlined, simpler, and more generalized application. We developed a new system using three discrete templated sections with choices limited to five options. Eight experienced attending physicians evaluated the same 10 charts using our scoring rubrics. Consistency among raters was assessed using the Shrout-Fleiss relative: fixed set mean kappa scores.Our statistical analysis found excellent consistency among our experienced raters for both the documentation (κ = 0.91) and clinical care (κ = 0.84) scoring tools. We conclude that a modified, simplified QI scoring rubric demonstrates inter-rater reliability among experienced attending physicians. We believe this tool can be used as a standardized tool for a departmental review process by experienced quality leaders as well as by faculty to provide peer review while improving their own charting prowess. We further used this tool for peer review by having the attending staff participate in reviewing a specified number of charts using our modified template with explicit criteria so they could provide feedback as well, while gaining a better understanding of the elements of a "good" chart and of opportunities for improved care and resource utilization. By using this tool, we were able to provide more than 50 attendings summative feedback on their charting by a group of their peers that was both numerical and descriptive.

Using drawings and explanations based on attentive teaching as a means for understanding the social-ecological systems concept

The concept of ‘social-ecological systems’, which explores the relationships between society and the environment, was at the center of this study. The study aims to describe Israeli environmental-education master students’ level of understanding of the social-ecological systems concept. We used a designated rubric score to analyze drawings and explanations and to identify the levels of understanding asking: How can the analysis of drawings and explanations, using Attentive Teaching as an educational approach, enable the identification of conceptual changes in understanding the social-ecological systems concept? The 270 drawings and explanations of 49 participants were analyzed, and they indicated a general increase in the level of understanding of the social-ecological systems concept. Attentive Teaching, as an educational approach, was found to lead to conceptual change. Drawings and explanations, as an assessment methodology may lead to better understanding of the social-ecological systems concept and may encourage action in relation to the environmental crisis.

Google Images Search Results as a Resource in the Anatomy Laboratory: Rating of Educational Value.

Preclinical medical learners are embedded in technology-rich environments, allowing them rapid access to a large volume of information. The anatomy laboratory is an environment in which faculty can assess the development of professional skills such as information literacy in preclinical medical learners. In the anatomy laboratory, many students use Google Images searches in addition to or in place of other course materials as a resource to locate and identify anatomical structures. However, the most frequent sources as well as the educational quality of these images are unknown. This study was designed to assess the sources and educational value of Google Images search results for commonly searched anatomical structures. The top 10 Google Images search results were collected for 39 anatomical structures. Image source websites were recorded and categorized based on the purpose and target audience of the site publishing the image. Educational value was determined through assessment of relevance (is the searched structure depicted in the image?), accuracy (does the image contain errors?), and usefulness (will the image assist a learner in locating the structure on an anatomical donor?). A reliable scoring rubric was developed to assess an image's usefulness. A total of 390 images were analyzed. Most often, images were sourced from websites targeting health care professionals and health care professions students (38% of images), while Wikipedia was the most frequent single source of image results (62/390 results). Of the 390 total images, 363 (93.1%) depicted the searched structure and were therefore considered relevant. However, only 43.0% (156/363) of relevant images met the threshold to be deemed useful in identifying the searched structure in an anatomical donor. The usefulness of images did not significantly differ across source categories. Anatomy faculty may use these results to develop interventions for gaps in information literacy in preclinical medical learners in the context of image searches in the anatomy laboratory.

Implementation and Inter-Rater Reliability of a Comprehensive Scoring Rubric for Preclerkship Medical Documentation.

Implementation and Inter-Rater Reliability of a Comprehensive Scoring Rubric for Preclerkship Medical Documentation.

Profile of High School Students' Arguments on Environmental Pollution Materials in the Covid-19 Era

The study aims to identify the argumentation profile of high school students in learning in the covid-19 era. This research is quantitative descriptive with a survey method. The research population was 172 students, with a sample of 72 students. Determination of the sample using cluster random sampling technique has a balanced quality from the results of the paired F test. The research procedure was carried out by collecting data on student answers from argumentative essay questions distributed via a google form. Argumentative questions based on TAP contain six components, namely Evidence (E), Warrant (W), Backing (B), Qualifier (Q), Rebuttal (R), and Claim (C). The argumentation scoring rubric is calculated based on the Patton-Pickle rule. Data analysis was carried out by interpreting the scores obtained by students on each argumentation component that showed the argumentation profile. Most of the students' argumentation profiles, according to their components, are in the very low category scores, namely 0.5 and 1. A score of 0.5 is obtained by comparing the percentages of students: E: E: W: W: B: Q: R: C: C: C by 23.61%: 1.39%: 0.00%: 52.78%: 45.83%: 83.33 %: 4.17%: 2.78%: 2.78%: 0.00% while the score of 1 is 41.67%: 55.56%: 83.33%: 47.22%: 54.17%: 8.33%: 75.00%: 83.33%: 79.17%: 98 ,61%. Scores were obtained due to various factors, including the learning process that was less meaningful, students' understanding and reasoning of the material was not in-depth, the generalization process of evidence or theory was not appropriate.

Easing the Transition From Medical School to Residency: Using Deliberate Practice to Improve Senior Medical Students' Performance Responding to Urgent Pages From Registered Nurses.

Purpose: New interns are expected to perform initial evaluation and management of medical emergencies for hospitalized patients, 1 yet many are unprepared to care for such patients. 2 To address this gap, we designed a specialty-specific simulated paging curriculum based on Ericsson’s model of deliberate practice 3 for senior medical students. The purpose was to assess whether this curriculum leads to improved performance handling specialty-specific medical emergencies. Approach: Graduating senior medical students enrolled in 1 of 6 required specialty-specific residency preparation courses (emergency medicine, family medicine, internal medicine, obstetrics and gynecology, pediatrics, and procedures) in 2020 and 2021 participated. Students received an electronic handover with information about simulated patients. Throughout the course, students received 4–6 urgent pages about these patients that were specific for each specialty (e.g., atrial fibrillation case in internal medicine course, postoperative pain case in procedures course). Upon receiving each page, students called a standardized registered nurse (SRN) who used a script to answer questions about the patient. Students explained next steps in evaluation and management. Immediately after the page was complete, the SRNs delivered verbal feedback about performance. Students also received written feedback by the SRNs within the week. Additionally, the gold standard approach to the case was reviewed with the class by course instructors. Clinical performance was graded by SRNs using a predefined weighted rubric for each case. The rubric consists of “must do” (+2 points), “should do” (+1 point), “could do” (0 points), “should not do” (−1 point), or “must not do” (−2 points) diagnostic, therapeutic, and communication items. 4 “Must do” items represented the most critical actions for new interns to take. Each rubric was based on clinical guidelines and was reviewed by at least 2 faculty members. All variables were analyzed using descriptive statistics including medians and proportions overall and by specialty. Continuous variables were expressed using median and interquartile range. The relationship between clinical performance scores and case number was evaluated with the Jonckheere–Terpstra test. Outcomes: There were 1,403 pages sent to 265 students (84.1%) during the study period. Clinical performance improved over time from median (interquartile range) of 59.4% (46.9%, 75.0%) on case 1 to 80.0% (68.0%, 86.7%) on case 6 (P < .001). The proportion of “must do” items improved significantly from 69.2% (53.8%, 81.8%) to 80.0% (66.7%, 88.9%) (P < .001). Discussion: This novel simulated paging curriculum allowed senior medical students to practice and improve handling medical emergencies in a safe setting before entering the clinical setting as a resident. The highly realistic scripts and guideline-based scoring rubrics cover common intern-level patient care scenarios, representing content validity. Limitations include that this was a single-institution study and thus may not be generalizable to courses at other institutions. Additionally, the cases were different throughout the RPCs with varied case order and difficulty which limits analysis. Significance: The Coalition for Physician Accountability’s Undergraduate Medical Education-Graduate Medical Education Review Committee recently advised that specialty-specific just-in-time training is necessary for all incoming first-year residents and that meaningful assessment data be collected about each graduate to help serve as a baseline and inform tailored learning plans. 5 Our curriculum achieves both of these objectives by providing advanced specialty-specific training and also collecting valuable assessment information. To our knowledge, this is the only paging curriculum that has demonstrated evidence for students entering multiple specialties. This curriculum could be easily expanded to other medical schools as well as residency programs as the cases are administered by phone and the grading is electronic. Given how common these paging scenarios are for new interns, this curriculum fills an important gap in the transition to residency.

Assessing the Effectiveness of a Writing Intensive Course in Business

Many business people and academics feel that students’ ability to communicate in writing has deteriorated over the past few decades. In response to this decline, colleges and universities addressed the problem by introducing more writing intensive (WI) courses with an emphasis on writing in the disciplines. In this article, we analyze the students’ rubric scores on their assigned cases as they progress through a WI international financial management course which is fully online. During the current Covid-19 pandemic more and more colleges and universities are conducting online courses. To assess learning, increases in the rubric scores during the semester are tested for statistical significance. Significant overall improvement in student writing occurred, but students’ grammar and spelling remain weak.

Impact of Virtual Simulation Games to Promote Cultural Humility Regarding the Care of Sexual and Gender Diverse Persons: A Multi-Site Pilot Study

BackgroundNurses and nursing students need to learn and apply concepts of cultural humility to safely meet the unique healthcare needs of all sexual orientations and gender identities. ObjectiveTo evaluate feasibility and impact of virtual simulation games (VSGs) as an educational strategy to promote cultural humility. MethodA mixed methods pilot study was conducted with nursing students and faculty at 2 universities. We created 4 VSGs allowing learners to experience clinical encounters with lesbian, gay, bisexual, transgender, queer, intersex, and 2-spirit (LGBTQ12S) individuals. Participants completed surveys pre and post participating in the VSGs. Usability, engagement, and learning were assessed with the CRISP Scale. Cultural humility was assessed using Foronda's Cultural Humility Scale. Perceived competence was assessed using VSG-specific Learning Outcomes Assessment Rubrics. ResultsParticipants (N = 66) rated VSGs highly in terms of usability (M = 17.52; SD = 3.46), engagement (M = 46.36; SD = 6.5), and impact on learning (M = 48.7; SD = 6.2). Cultural humility scores improved from 77.98 to 82.08 (p = .062). Rubric scores decreased. ConclusionsWe demonstrated feasibility and acceptability of using VSGs to educate about sexual orientation and gender identity. Improvement in cultural humility may be a difficult concept to measure through empirical means.

Students' Critical Thinking on Argumentative Essay Writing through Cooperative Learning

Carried on in non-English major freshman students setting, this study aims to examine how critical thinking skills can be developed through cooperative learning in their argumentative essay writing. An experimental group (n=20) and a control group (n=20) were randomly set up, the students were pre-tested and post-tested to see if there is a significant difference in their assigned essay through the Illinois Critical Thinking Essay Scoring Rubric. The implementation of critical thinking rubrics was carried out by 1) supporting students in cooperation, 2) offering the objective 3) fostering students to develop their ideas in writing. The Paired Sample T-test was used to calculate the difference between the pre-and post-test results. Results confirmed that in the Paired Sample t-test, the mean score (-5000) of the experimental group is statistically higher than the mean of the control group’s (-3900). It indicates that the implementation of the critical thinking strategy effectively develops and promotes students’ critical thinking skills in argumentative essay writing. Through the implementation of five key elements of critical thinking by Sadeghi (2012), students were more open-minded, tolerant, objective, honest and concise, respecting others, and interpreting situations differently. The research offered a different perspective on developing students’ critical thinking strategy use by focusing on longer periods of research and the larger number of participants and also implied the integration of critical thinking scoring rubric and argumentative essay skill performance for future research.

تأثير الأسلوب الاستنباطي الصوتي (الهدهد) والمتحدثين الأصليين للغة العربية على المتحدثين الأجانب: دراسة تجريبية

There are few studies on the influence of the native Arabic speakers in enhancing the understanding among subjects residing in non-Arabic speaking language utilizing the deductive method in mediating teaching. The study aimed at evaluating the influence of the native speaker on the effectiveness of the “Hud-Hud” deductive teaching style among the non-Arabic speaking in Malaysia. The study was conducted on a selected group of urbanized Malaysians subjects (n=30), who were dichotomized into the control group (n=15) and the test group (n=15). All subjects underwent a-60-hour elementary Arabic teaching programme utilizing the "Hud-Hud – deductive" method taught by a local (Malay) speaker. Two Arabic native speakers had provided additional teaching guide to the test group before a series of test performances were conducted. The results showed that the younger age subjects (age &lt; 40 years) had a significantly higher score than the elder age group (mean; 2.04±0.404 vs. 1.59±0.97; p&lt;0.05). The test group subjects had significantly higher rubric scores than the control group (mean; 0.62±0.16 vs. 0.59± 0.50; p&lt;0.05). Moreover, there was significantly higher rubric score achieved among subjects who had previous Arabic teaching exposure (mean; 2.04±0.404 vs. 1.59±0.97; p&lt;0.05). The native speakers are the potential predictive marker in ensuring the effectiveness of the deductive “Hud-Hud" teaching for the foreign in the non-Arabic speaking country.

Holistic vs. Analytic Evaluation in Writing Test of Eighth Grade Students

The purpose of this study is to explore the efficacy of holistic and analytic scoring rubrics when applied to the context of writing examinations. Throughout this research, a technique was utilized to compare two grading models based on (a) assessor agreement (reliability) and (b) reasons for the grades given (validity). Teachers were randomly allocated to one of two conditions, where they graded the same student performance using either an analytical or a holistic approach. The design is experimental. Agreement and rank correlation between grades have been compared. A comparison of the students' performance on a writing assignment is made in this study using both holistic and analytic scoring rubrics. The information for this study was gathered from twenty-four students in eighth grade at SMP N 5 Kecamatan Kapur IX. The authors conducted an analysis of the performance of the students on the two rubrics, using psychometric statistics, in order to precisely determine the strengths and weaknesses of the students, and to place them along a continuum of foreign language writing ability. Citation In contrast, analytic scoring rubrics placed examinees on a scale of writing competency that was more specifically defined. As a result, analytic scoring rubrics were more dependable than holistic scoring rubrics when it came to gauging writing for the purpose of achieving goals.

Selecting patient-reported outcome measures of health-related quality of life in adult rheumatology: quality and breadth of coverage.

Patient-centered research should assess outcomes important to patients and include patient-reported outcome measures (PROMs) to assess health-related quality of life (HRQOL) domains. Using a well-known HRQOL framework (World Health Organization QOL, or WHOQOL), we reviewed established PROMs used with adults with different types of arthritis to evaluate their HRQOL domain coverage and psychometric evidence to help PROM users select measures and determine whether other measures should be validated and/or developed. Nineteen PROMs and 92 corresponding articles were reviewed to determine which HRQOL domains were assessed. To support a streamlined but rigorous review, we used a rating system based on criteria established in part through existing rubrics (e.g., OMERACT COSMIN). Psychometric properties were rated on a scale from 1 to 18, where 18 was strongest. We examined the intersection between level of domain coverage and extent of psychometric support. Measures most commonly assessed physical health and level of independence, while fewer assessed social relations, environment, and psychological health. No measures assessed spirituality and religion, which may be relevant depending on intended use. PROMs with higher psychometric evidence tended to assess a broader range of HRQOL domains. Rubric scores ranged from 3 to 16, with an average of 9.3. Prominent and psychometrically sound PROMs are available that cover many of the WHOQOL domains. While gaps exist in the domain of spirituality, future work should focus on refining optimal use of existing PROMs relevant for arthritis versus developing new measures. We provide guidance on selecting PROMs, to that end.