Action Research

Action Research Project Rubric

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Levels of Achievement
Standards of Scholarship & ARP Elements
Not Yet Acceptable
Acceptable
Exemplary

Clear Goals
a.  Abstract
b.  Research Question

a.  Abstract not clearly stated

b.  Research Question is not clearly stated and/or does not relate to student learning

a. Abstract includes purpose, methods & results of project
b. Research Question is clearly stated and relates to student learning

a.Acceptable + clearly articulated and concise. 

b.Acdeptable + polished

Adequate Preparation

Perspectives

   1. Student
   2. Colleague
   3. Expert
   4. Self

Discussion of four perspectives insufficient to document relevant information; one or more perspectives missing

 

 Documents the relevant information from four perspectives in relation to the question

Acceptable + integrates and synthesizes the relevant information

Appropriate Methods

Methods & Assessment

1. Student Learning Outcome (SLO)
2. Performance Indicators
3. Teaching Strategies of SLO
4. Assessment Strategies of SLO
5. Action Research Methodology Design
 

1.  SLO not results-oriented, not clearly written nor measurable.

2. Indicators do not identify the discrete traits of mastery.

3. Strategies not appropriate for achieving the FL.

4.  Assessment(s) do not adequately measure the identified indicators



5.  The AR methodology design does not provide feedback that  informs your practice

1.  SLO results-oriented, clearly written & measurable

2. Indicators identify the discrete traits of mastery

3. Teaching strategies appropriate for achieving the FLO

4.  Assessment(s) measure the identified indicators; some formative & summative assessment tools evident.


5.  The AR methodology design provides feedback that  informs your practice

1.  SLO results-oriented, clearly written, measurable, and critical to teaching & learning
2. Indicators clearly identify the discrete traits of mastery and sequenced for optimum learning.
3. Teaching strategies appropriate for achieving the FLO; follows the rigors of the discipline
4.  Assessment(s) measure the identified indicators; comprehensive set of formative and summative assessment tools evident

5.  The AR methodology design provides feedback that  informs your practice; feedback informs you in areas you were seeking to improve

Significant Results
Project Results

Results are not analyzed in relation to the original question

 

Results are analyzed in relation to the original question

 

Acceptable + description of how results will inform your practice and impact student learning are included

Reflective Critique
a.  General Reflection on the ARP
b.  TLA Candidates reflect on appropriate Essential Competencies

a.  AR project  is only summarized or reviewed


b. Insufficient critical reflection of methods and results used to demonstrate each specified Essential Competency in this FLO: little or no discussion of possible improvements

a.  Reflection relates students' and candidate's learning to the research project and includes plan for improvement
b. Competent critical reflection of methods and results used to demonstrate each specified Essential Competency in this FLO; sufficient discussion of possible improvements

a.  Acceptable + insightful analysis with clear plans for revison


b. Acceptable + insightful discussion of possible improvements 

Effective Presentation

Not written clearly or coherently: not presented and edited professionally to an appropriate audience; not uploaded to the ARP Builder

Written clearly and choherently; presented and edited professionally to an appropriate audience; uploaded into the ARP Builder

Acceptable + polished presentation; comprehensive

 

 

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