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