Scoring Rubric Research Articles

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 < 40 years) had a significantly higher score than the elder age group (mean; 2.04±0.404 vs. 1.59±0.97; p<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<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<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.

Retention of basic surgical skills in veterinary students.

To quantify veterinary students' retention of surgical skills after a 5-month period without practice. Prospective longitudinal descriptive study. Convenience sample of second year veterinary students (n= 57). Students practiced ovariohysterectomy (OVH) on a model during 4 clinical skills laboratories during spring 2021. Students were assessed performing OVH on their model using a validated 22-item rubric. Students not meeting expectations repeated their assessment 2 weeks later. All students had a 5-month period, including summer break, without skills practice. Students were again assessed performing OVH on their model in the fall. Students' rubric scores and pass rates were compared before and after summer break. Students scored lower on their retention test in fall (median=43) than at the spring assessment (median=56, P < .001). No difference was detected between lower and higher performing students. Five students (9%) did not meet expectations on their first assessment; more students (17/57, 30%) failed to meet expectations on their retention test (P=.004). Students experienced a decay in the surgical skills required to perform OVH after a 5-month period without practice, regardless of the quality of their initial performance. Veterinary educators should emphasize the importance of continual practice to maintain skills and should consider assisting students in regaining skills during review sessions on models to improve surgical skill retention after a prolonged break.

Effect of Multiple Representations on Students’ Performance on Interpretations and Techniques of Representation in Calculus

This study investigated the effect of the multiple representations approaches on students’ representation interpretation in learning calculus. Pretest and posttest quasi-experimental design of non-equivalent groups was used. Three intact groups of size 53, 57, and 54 students from Jigjiga and Kebri-Dehar Universities in Ethiopia participated in this study. The groups included a GeoGebra-supported multiple representations approach (MRT) from Jigjiga University, a multiple representation approach (MR), and a conventional approach (CG), both from Kebri Dehar University. Representation interpretation problem pretest and posttest were administered compiled from pre and calculus contents, respectively. Students’ performance on representation interpretation problems was assessed using rubric scores, and their interpretation techniques were labeled as local versus global and syntactic versus semantic. Results revealed no statistically significant mean difference among the three groups on representation interpretation from the posttest that was determined by one-way ANOVA ((F(2.161) = 2.232, P = .111 , Partial eta = .03). More students in each group demonstrated local and semantic interpretation than global and syntactic interpretation. After the treatment, many students from each group shifted towards the local and semantic interpretation. It is recommended that the study need to replicate other calculus contents with different participants to generalize the results of the study.

Impact of rubric weight on holistic admissions for underrepresented students in nursing

IntroductionRecommendations to address US health inequities include increasing nursing workforce diversity. Holistic admissions review (HAR) is a strategy to increase underrepresented student admission. This study's purpose was to evaluate HAR's effect on the cohort's racial composition and the effect of adjusting criteria weight on overall rubric scores. MethodsA retrospective design was used to evaluate data for three admission cycles for an associate degree in nursing program. Racial groups were compared on individual criterion, domain, and overall scores before and after weight adjustment. ResultsStudents who identified as Asian had the highest admission rate (50%), followed by White (40%), Filipino (30%), Latino/a/e (26%), and Black (10%). However, when criterion weight was adjusted, there were no significant racial differences. DiscussionIntegrating imbalanced HAR criteria produced admissions outcomes similar to non-HAR. Qualified underrepresented students are often disqualified when biased academic metrics are used as the primary basis for admissions selection.

A Rubric to Assess the Design and Intervention Quality of Randomized Controlled Trials in Health and Wellness Coaching.

To collect health and wellness coaching (HWC) literature related to treatment of obesity and Type 2 Diabetes (T2D) for systematic assessment using a novel rubric. Pubmed, CINAHL, and PsychInfo. Given 282 articles retrieved, only randomized and controlled trials meeting a HWC criteria-based definition were included; studies with intervention <4months or <4 sessions were excluded. Rubric assessment required details of two theoretical frameworks (i.e., study design and HWC intervention design) be extracted from each included paper. Data were derived from a 28-item rubric querying items such as sampling characteristics, statistical methods, coach characteristics, HWC strategy, and intervention fidelity. 29 articles were reviewed. Inter-rater rubric scoring yielded high intraclass correlation (r = .85). Rubric assessment of HWC literature resulted in moderate scores (56.7%), with study design scoring higher than intervention design; within intervention design, T2D studies scored higher than obesity. A novel research design rubric is presented and successfully applied to assess HWC research related to treatment of obesity and T2D. Most studies reported beneficial clinical findings; however, rubric results revealed moderate scores for study and intervention design. Implications for future HWC research are discussed.

Pre- and In-Service Teachers’ Assessment and Feedback in EFL Writing: Changes and Challenges

In research on EFL writing, much attention has been paid to teachers’ practises in assessment or feedback, but little is known about teachers’ behaviors in these two domains as a whole. There also seems to be a paucity of research on how teachers’ reactions to student writing develop from pre- through in-service. The current study, using a cross-sectional method, aims to compare pre- and in-service teachers’ assessment and feedback in EFL writing pertinent to their potential changes and challenges in responding to student text. Three groups of participants (59 pre-practicum trainees, 31 post-practicum trainees, and 32 in-service teachers) in Mainland China were involved in a simulation task for assessing a descriptive text by using the given scoring rubrics and providing written feedback to the same text. The results of the assessment task showed that there is a salient change in the participants’ severity from pre- through in-service in assessing the student text; participants with less teaching experience focused on conceptual aspects of the text, whereas those with more experience highlighted linguistic issues in the assessment task; and some participants in each group had problems with proper use of the rating scales. Results of the feedback task revealed that all three cohorts at different professional development stages probably faced challenges in reacting to the text due to the limited quantity and poor quality of their written responses. These findings underscore the necessity for assessment literacy training for teachers in both pre-service and in-service programs.

Mental effort in the assessment of critical reflection: Implications for assessment quality and scoring

IntroductionCritical reflection is a mainstay in the training of health professionals, yet assessment of reflection is commonly described as difficult, taxing, and resulting in inconsistent scoring across assessors. At the same time, there is evidence from experiential and simulation settings that assessors' mental effort may explain assessor variability, which could be a target for simplifications in assessment design. Assessors' mental effort for assessment of reflection is currently unknown. This study aimed to determine reliability of rubric scoring of critical reflection, variation in pass-fail rates, and the relationship between reflection scores and assessors' perceived mental effort. MethodsEleven assessors were recruited to assess six reflection assignments using a published rubric. Mental effort was measured using the Paas scale for each assignment assessed and was correlated with rubric scores for each assignment. ResultsFindings showed inconsistency in scoring between assessors, resulting in varying pass rates for each assignment (55–100%). All assignments demonstrated negative correlations between rubric scores and perceived mental effort (r = −0.115 to −0.649). ConclusionsFindings support the notion that more work should be done to optimize assessment of critical reflection. Future studies should focus on disentangling the influence on mental effort of scoring tools, assignment structures, and writing quality.

Effects of blum’s phase based instruction on the mathematical modelling abilities among year 5 pupils

Skills required by pupils for the 21st century differ from what was required twenty years back. The results of the 21st century concentrates on the abilities and knowledge pupils must learn to be successful in college, life and work. In order to do this, pupils should be taught to master critical thinking skills. The effective way is by including modelling in their syllabus. In mathematics learning, mathematical modelling deals with modelling and application in mathematics teaching, characterising pupils’ modelling abilities and application of modelling activities toward building their competencies. In this study, seventy fifth grade pupils from a school in Selangor, Malaysia, were chosen as the participants. Quantitative approach was used in this study. These pupils were selected using convenience sampling procedure. Open ended tasks based on some real-world problems were given to the pupils. Their answers were assessed using a rubric score table. The scores ranged from 1 to 3 and there was explanation in each score to give marks to their answers. descriptive statistics and Analysis of Covariance (Ancova) were used for answering the research questions. The findings showed that the pupils in the experimental group performed very well in their modelling task whereas pupils in the control group could not perform well in the modelling task.

Holistic versus analytic scoring of spoken-language interpreting: a multi-perspectival comparative analysis

ABSTRACT Rubric scoring has been gaining traction as an emergent method to assess spoken-language interpreting, with two of the most well-known methods being rating scale-based holistic and analytic scoring. While the former provides a single global score, the latter generates separate scores on different dimensions of interpreting performance. Despite the growing use of the two methods, there has been little research documenting their uses in interpreting assessment. We therefore conducted the present study to find out how scoring methods (i.e. holistic versus analytic) would affect the dependability of rater-generated scores, rater behaviour, assessment outcomes, and rater perceptions. Overall, our quantitative data analysis indicates that although the two methods rank-ordered performances similarly, the holistic scoring led to relatively higher score dependability, regardless of interpreting directions, and that the raters’ assessments of interpreting into their less dominant language were less dependable. Our content analysis of the qualitative data reveals raters’ concerns with the substantive meaning of holistic scores and the design of analytic descriptors. We discussed these findings in light of available literature on interpreting assessment. By doing so, we hope to provide some evidential basis for scale selection in rater-mediated assessment of spoken-language interpreting.

Validity and Inter-rater Reliability of the Scoring Rubrics for the Science Teacher TPACK Test Instrument

This study examined the content validity of the scoring rubric instrument for measuring science teachers’ TPACK and the inter-rater reliability in using the instrument. This research was conducted as part of research and development which has been designed for the development of instruments for measuring teacher knowledge. The analysis carried out was a qualitative analysis based on triangulation of the three validators’ validation results and quantitative analysis for inter-rater reliability based on the Intraclass Correlation Coefficient (ICC) obtained for each question. The validation involved three science education experts from the university to assess the suitability of the scoring rubrics in the technological pedagogical content knowledge (TPACK) framework. Inter-rater reliability examining involved 100 participants who answered 15 questions on the instrument and three experienced raters to assess the participants' answers. The validation results showed that the instrument content was valid for measuring the knowledge tested and had very high inter-rater reliability coefficient for all items The validation results show that qualitatively the contents of the instrument are valid for measuring the knowledge being tested and had an average inter-rater reliability coefficient of 0.94 (very high).

Evaluation of students' self-assessment performance in preclinical endodontic training by means of rubrics and a 3D printed model

Effective evaluation of students' self-assessment ability is crucial. This study was to develop a standardized 3D printed teaching model accompanied by structured scoring rubrics for preclinical endodontic training, to appraise students' self-assessment ability, and to evaluate their perceptions of the training system. The 3D printing model was designed to house a standardized central incisor. Forty-four undergraduate dental students were enrolled and their endodontic performance was self-assessed and also rated by a teaching assistant and a tutor using 3 structured rubrics including access cavity, mechanical preparation, and obturation assessments. In total, 21 rubric evaluation items of preclinical tasks were assessed, and the assessment results from the student, teaching assistant, and tutor were compared. Furthermore, questionnaires were used to evaluate students' experiences with the new system. The tutor, teaching assistant, and students all had similar scorings and high intraclass correlation coefficients (ICC) for mechanical preparation and obturation rubrics, while the students had underestimated scores on the access cavity rubric with a rather low ICC of 0.387, which also lead to the underestimated overall scoring (P<0.05). Among the 21 evaluation criteria, 9 items were rated statistically different (P<0.05), which denoted the major deficiencies of students' self-assessments. More than 80% of students rated satisfied for most of the questions regarding the new training system, except the tactile sensation, hardness, and radiopacity. The proposed standardized 3D printed model and structured scoring rubrics is feasible for preclinical endodontic training, and standardized evaluation of students' self-assessment ability.

Investigation of Nursing Students’ Perceptions of Nursing by Drawing Method: Time Journey with Drawings

Nursing perception refers to nurses' own personal views about their professional roles, which are influenced by their beliefs, values, experiences, self-concepts, and self-images. The purpose of the study is to explore nursing students' perceptions of nursing through drawing. The sample of the descriptive study consisted of 385 voluntary nursing students from all classes of the nursing department. The data were obtained from the pictures they drew in response to the question "If nursing was a framework, what would be the picture in it?" on the papers. The students drew nurses and patients respectively as a woman 57% - 31%, with a happy face expression 53% - 29.6% and drew nurses wearing a cap 28%, and using a syringe 39%, The total rubric score of students was 7.0±2.78. Students’ perceptions of nursing in the first and fourth years were higher than in others (p&amp;lt;0.001). Students’ perceptions of nursing were found at a medium level.

Rehabilitation Variability Following Osteochondral Autograft and Allograft Transplantation of the Knee.

ObjectiveThe aim of this study is to assess the variability of postoperative rehabilitation protocols used by orthopedic surgery residency programs for osteochondral autograft transplantation (OAT) and osteochondral allograft transplantation (OCA) of the knee.DesignOnline postoperative OAT and OCA rehabilitation protocols from US orthopedic programs and the scientific literature were reviewed. A custom scoring rubric was developed to analyze each protocol for the presence of discrete rehabilitation modalities and the timing of each intervention.ResultsA total of 16 programs (10.3%) from 155 US academic orthopedic programs published online protocols and a total of 35 protocols were analyzed. Twenty-one protocols (88%) recommended immediate postoperative bracing following OAT and 17 protocols (100%) recommended immediate postoperative bracing following OCA. The average time protocols permitted weight-bearing as tolerated (WBAT) was 5.2 weeks (range = 0-8 weeks) following OAT and 6.2 weeks (range = 0-8 weeks) following OCA. There was considerable variation in the inclusion and timing of strength, proprioception, agility, and pivoting exercises. Following OAT, 2 protocols (8%) recommended functional testing as criteria for return to sport at an average time of 12.0 weeks (range = 12-24 weeks). Following OCA, 1 protocol (6%) recommended functional testing as criteria for return to sport at an average time of 12.0 weeks (range = 12-24 weeks).ConclusionA minority of US academic orthopedic programs publish OAT and OCA rehabilitation protocols online. Among the protocols currently available, there is significant variability in the inclusion of specific rehabilitation components and timing of many modalities. Evidence-based standardization of elements of postoperative rehabilitation may help improve patient care and subsequent outcomes.

Implementing Content-Based Instruction (CBI) on EFL Student’s Writing through Technology-Enhanced Language Teaching

Several empirical studies of Content-Based Instruction (CBI) have concluded that this approach has positive impacts in improving language learning skills including writing in foreign language learning environments. However, many of them carried out this approach within the traditional setting; face-to-face interaction instead of the e-learning. This current study is aimed to examine the impact of CBI on EFL learner’s writing through technology-enhanced language teaching. The approach was implemented in students who wrote e-brochure for the final project. It was a qualitative study where the data was obtained from assessing the writing documents using e-brochure scoring rubrics. The rubrics focused on functional adequacy containing of five dimensions: (1) organization of information, (2) content-accuracy and information validity, (3) spelling and mechanics, (4) attractiveness and organization, and (5) graphics/ pictures. Semi-structured interview was taken as the supporting data. The findings showed that CBI was beneficial on the EFL’s writing in advancing the writing skill, increasing the creativity in designing the brochure, and enhancing the interaction with the lecturer through the use of technology. For further research, teachers are invited to engage the students with specific CBI activities in diversified contexts.

Role of Forum Discussion in the Online Learning Modality of Senior High School Students

The new normal has brought changes in the teaching-learning platform. Different modalities are implemented to ensure the continuation of education, but some nations had decided to close their educational system while amidst the pandemic. The Philippines have decided to enter the synchronous and asynchronous modality of learning. This study aimed to know the role of online recitation through forum discussion in the synchronous learning modality. Thirty grade 11 STEM students were chosen purposively for this study. Google Classroom was the online platform used by the researchers, the classwork section of the google classroom was utilized where questions were posted, and responses were placed by the students. Rubric scoring was used to grade the works of students. The result of the study showed that there is no significant difference in the performance of students in terms of participation, quality of posts, plagiarism, and students' attitudes.&#x0D;

A Dual-Role Collaborative Learning Support System for Simultaneous Speaking Acquisition in English and Japanese

Learning a foreign language is becoming more vital in Japan as a result of globalization. It gives foreigners various reasons to study Japanese including working or living in Japan. They should exchange language and skills and generate opportunities for engagement. Assisting them in exchanging linguistic skills and knowledge is critical. This study first proposes a theoretical model of dual-role collaborative learning to improve second language learners' speaking skills. Learners will participate as facilitators in their native language and receivers in their second language. Some supporting features must be given, followed by a Computer-supported Collaborative Learning (CSCL) named BiTak which is a video chat system that allows strict turn-taking dual-lingual conversation. The learner’s progress is positively evaluated by language teachers using a Rubric scoring framework. Based on the experiment results, it was concluded that BiTak has turned users' perspectives of video chat programs into collaborative learning platforms, allowing them to act as facilitators and receivers.

DEVELOPING A TRAINING CURRICULUM USING PROFESSIONAL LEARNING COMMUNITY FOR ENHANCING TEACHERS’ LEARNING MANAGEMENT SKILLS TO PROMOTE STUDENTS’ CREATIVITY AND INNOVATION ABILITY: A CASE STUDY OF THAI TEACHERS

Thai primary school teachers must be developed learning management skills for promoting students’ creativity and innovation ability. This study developed a training curriculum to enhance teachers’ learning management skills to promote students’ creativity and innovation ability from using the professional learning community method and a training cycle “plan”, “do”, “check”, and “reflect”. There consisted three units of training curriculum, and the analytic scoring rubrics were used for collecting data. The results were (1) teachers’ learning management skills were higher after implementing the curriculum at a statistical significance level of .01, and (2) students’ creativity and innovation ability was higher after implementing the curriculum at the statistical significance level of .01.

International Council of Ophthalmology-Small Incision Cataract Surgery rubric: A roadmap to evaluate cataract surgical skill acquisition during residency training.

Purpose:The International Council of Ophthalmology-Small Incision Cataract Surgery (ICO-SICS) rubric is a tool to grade SICS steps from novice to competent. The study aimed to evaluate the progress of residents’ surgical skills by using the ICO-SICS rubric and the perceptions of residents and faculties about its use.Methods:This prospective educational interventional study, done in the Ophthalmology department between September 2019 and February-2020 included 14 residents and five faculties. Faculties scored residents’ SICS by ICO-SICS-rubric (four sessions/resident) and helped them identify three steps as “area of focus” to work upon. Feedback was taken using a semi-structured pretested questionnaire. Focus group discussion was done for residents. Data were entered in MS Excel and analyzed using SPSS. Perception analysis presented as percentage of written responses.Results:Step-wise rubric score showed improvement for initial SICS steps and wound closure (P < 0.05). Critical surgical steps and scores for three areas of focus steps showed no statistically significant improvement. Three steps as an area of focus changed partly for 11 residents and completely for three residents at the end of 6 months. Perception analysis of faculty and residents showed that the ICO-SICS rubric is a good tool to record surgical performance, identify steps needing improvement and provide structured feedback hence opined to continue it. Residents considered it as an effective learning and assessment tool.Conclusion:ICO-SICS rubric is a good teaching tool and helps to assess the progress of surgical skills. Identification of areas of poor performance and feedback given motivates them to focus on those areas leading to continuous professional development, resulting in competent surgeons performing SICS surgery independently at the end of the residency.