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Action Research Project Rubric Levels of Achievement Standards of Scholarship & ARP Elements Clear Goals a. Abstract b. Research Question

Exemplary

Acceptable

Not Yet Acceptable

a. Abstract concise; includes a. Abstract includes purpose, a. Abstract not clearly stated. purpose, methods & results of methods & results of project. b. Research Question is not project. b. Research Question is clearly clearly stated and/or does not b. Research Question is clearly stated and relates to student relate to student learning. stated and relates to student learning. learning. Faculty member can take action based on results. Adequate Preparation a. Documents, integrates, and a. Documents the relevant a. Discussion of four Background synthesizes the relevant information from four perspectives insufficient to 1. Student information from four perspectives in relation to the document relevant 2. Colleague perspectives (student, colleague, question. information; one or more 3. Expert expert, and self) in relation to the perspectives missing 4. Self question. Appropriate Methods 1. SLO results-oriented, clearly 1. SLO results-oriented, clearly 1. SLO not results-oriented, written, measurable, and critical written & measurable. not clearly written nor Methods & Assessment to teaching & learning. 2. Indicators identify the measurable. 1. Student Learning 2. Indicators clearly identify the incremental traits of mastery. 2. Indicators do not identify Outcome (SLO) incremental traits of mastery and 3. Teaching strategies the incremental traits of 2. Performance Indicators sequenced for optimum learning. appropriate for achieving the mastery. 3. Teaching Strategies of 3. Teaching strategies appropriate LO. 3. Strategies not appropriate SLO for achieving the LO; follows the 4. Assessment(s) measure the for achieving the LO. 4. Assessment Strategies rigors of the discipline. identified indicators; some 4. Assessment(s) do not of SLO 4. Assessment(s) measure the formative & summative adequately measure the 5. Action Research identified indicators; assessment tools evident. identified indicators. Methodology Design comprehensive set of formative 5. The AR methodology design 5. The AR methodology design and summative assessment tools provides feedback that informs does not provide feedback evident. your practice that informs your practice 5. The AR methodology design provides feedback that informs your practice; feedback informs you in areas you were seeking to improve. Significant Results a. Results are analyzed in relation a. Results are analyzed in a. Results are not analyzed in a. Project Results to the original question; relation to the original relation to the original description of how results will question. question. inform your practice and impact student learning are included. Reflective Critique a. Critique relates project to a. Critique relates project to a. AR project is only a. ARP Reflection student learning. Plans for student learning in relation to summarized or reviewed. b. Essential Competencies revision of teaching practice in original question. b. Insufficient critical light of results are clearly stated. b. Competent critical evaluation of methods and b. Competent critical evaluation evaluation of methods and results used to demonstrate of methods and results used to results used to demonstrate each specified Essential demonstrate each specified each specified Essential Competency in this LO: little Essential Competency in this LO; Competency in this LO; or no discussion of possible and insightful discussion of sufficient discussion of possible improvements. possible improvements. improvements. Effective Presentation AR project is clearly written & AR project is clearly written & AR project is not clearly edited, professionally presented edited; professionally written & edited, not to an appropriate audience; presented to an appropriate professionally presented to an insightful, & comprehensive. audience; uploaded into the appropriate audience; not ARP Builder. uploaded into the ARP Builder.

/ActionRe  

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