Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for National English Speaking Test (NEST) are offered teachers, who act as raters their own students’ performances on this high-stakes L2 (OP) test. Despite guidelines, teachers commonly construct NEST scoring rubric. The present stud...

Problem solving is a complex process that is important for all citizens in our modern world and crucial for learning physics. Although there is a great deal of effort to improve student problem solving throughout the educational system, there is no standard way to evaluate written problem solving that is valid, reliable, and easy to use. Typically complex processes such as problem solving are a...

In this paper we introduce a rubric for assessing quality of open educational resources and open courseware based on our socio-constructivist quality model (QORE) that includes 70 criteria grouped in four categories related with content, instructional design, technology, and courseware evaluation. Quality is assessed from an educational point of view, i.e. how useful are such resources for vari...

One challenge facing dental hygiene, as well as dental, education is to identify clinical teaching strategies promoting critical thinking and clinical reasoning. These skills are crucial elements in the practice of dental hygiene. A two-group design (intervention, n=28, and control, n=30) assessed first-year dental hygiene students using pre-and post-Health Science Reasoning Test (HSRT) scores ...

The course syllabus alludes to a grading rubric for final submissions, comprising a diverse set of writing standards for good writing in physics (well, for good writing defined as such for the course Physics 480W), including, for example, the rules for acceptable formatting established by the American Institute of Physics (AIP), as set forth in the AIP Manual of Style. These categories are elab...

Today’s assessment of postsecondary academic skills must take into account their comprehensive nature and their multiple facets (Biggs, 1995; Sadler, 1989). In this regard, the use of rubric is more likely to provide qualitative, meaningful, and stable appraisals than are traditional scoring methods. The stability of assessment results, however, rests on the scale’s ability to lead to a common ...

The reliability of the PLATO rubric is defined using Generalizability Theory and FACETS. Results from two G-Theory analyses reveal that the reliabilities of scores from individual PLATO items and the total score across all items are most strongly affected by the number of segments in which teachers’ performance is observed. For example, it is reported that a single rater should observe at least...

BACKGROUND The outcomes-based assessment rubric is a novel systematic instrument for documenting improvement in clinical learning. APPROACH This article describes the development of a rubric aimed at introducing specific performance indicators to measure the Accreditation Council for Graduate Medical Education competencies. RESULTS The potential benefits and implications for medical educati...

Çalışmada ders kitaplarındaki metinleri değerlendirmek üzere “PISA Ölçütünde Metinsellik Rubriği”nin (PÖMR) geliştirilmesi amaçlanmıştır. Veriler 2019-2020 eğitim-öğretim yılında okutulan ortaokul (5-8. sınıf) Türkçe kitaplarında serbest okuma metni olarak yer alan ve PISA’nın sürekli metin özelliklerini taşıyan 20 metninin 4 bağımsız puanlayıcı tarafından puanlanmasıyla elde edilmiştir. Analit...

INTRODUCTION Knowledge and effective interventions exist to address many current global health inequities. However, there is limited awareness, uptake, and use of knowledge to inform action to improve the health of disadvantaged populations. The gap between knowledge and action to improve health equity is of concern to health researchers and practitioners. This study identifies and critically e...