Sentence examples for qualitative rubrics from inspiring English sources

We designed qualitative rubrics to define different levels of creativity and difficulty of generated problems.

Contributed with qualitative analysis rubrics for the questions.

Another useful rubric for assessing qualitative research is to consider the "trustworthiness" of the research, [ 30] frequently operationalized as four constructs: a) credibility; b) transferability; c) dependability; and d) confirmability.

A general inductive approach was used for rubric development, which is a qualitative research method that allows categories to emerge from iterative examination of data rather than predetermined hypotheses (Thomas 2006).

Thus, this qualitative study was designed to explore the students' perceived uses of rubrics and their actual use of rubrics in their oral production assessments.

Given our desire to make this assessment tool useful with large groups of students, we have also developed companion analytical techniques that enable automated, quantitative analysis of card groupings, as well as rubrics to enable blind scoring of the qualitative data that are generated as card group names and rationales for sorting strategies.

We present here a third alternative rubric that is in the spirit of both the Froyd (2008) ranking of promising practices and the PULSE Vision and Change rubrics, wherein they assign broad numerical levels based on qualitative plausibility arguments that are in turn based on the available data, rather than quantitative criteria.

We synopsized the results of the qualitative data analysis in two ways, according to the structural model (coding rubric) and a meta-synthesis of the qualitative findings.

Analysis of the qualitative data generated from card group names and rationales for sorting strategies is not currently automated; however, rubrics exist for coding of these data.

Quantitative and qualitative data collected during four design cycles resulted in the Mobile App Selection for Science (MASS) Rubric, comprising six items on a four-point response scale.

We also used the scoring rubric to make stage classifications for these 10 students and compare those with the qualitative stage classifications of the first author.