Concepts evaluated by the rubric addressed learning outcomes described above and were the focus of the majority of instructional materials and class discussions.
Recent publications (McGee and Keller, 2007; Villarejo et al., 2008) have begun to tease out possible pre-M.D. versus pre-Ph.D. indicators, and we will consider adding some kind of rubric addressing these metrics to the recommendation letter that is currently part of the application.
A very provocative chapter is "Student-Generated Rubrics," which addresses a learner-centered philosophy in the classroom and discusses how to bring students into the assessment process.
McConnell and colleagues recently developed a rubric to address this weakness, which also enabled them to achieve high interrater reliability (Budd et al., 2013).
Collaborative creation of the rubric can hopefully address students' difficulties in understanding the expectations of the teacher which can result in improved learning outcomes.
The last couple of chapters address rubric-related topics, such as converting rubrics points into letter grades and assessing educational technology.
The rubric contained four components addressing different aspects of summarization abilities: Main Idea Coverage, Integration, Language Use, and Source Use.
For the Results section, each submission was evaluated based on how well it addressed these rubric questions: 1) Have you described the results you obtained and compared them to the results obtained with the original model?
These issues are addressed under the rubric of response modification factor.
These rubrics explain how each activity addresses the concepts in Table 1.
