Concepts evaluated by the rubric addressed learning outcomes described above and were the focus of the majority of instructional materials and class discussions.
BioTAP's rubric addresses 13 distinct dimensions of students' writing, including writing skills, scientific reasoning, and accuracy and appropriateness of research.
McConnell and colleagues recently developed a rubric to address this weakness, which also enabled them to achieve high interrater reliability (Budd et al., 2013).
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.
The rubric contained four components addressing different aspects of summarization abilities: Main Idea Coverage, Integration, Language Use, and Source Use.
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.
To compare the content of the 53 policies we used the rubric described in the methods section that contained four fundamental guidelines addressing maternal weight before, during and after pregnancy: beginning pregnancy at a healthy weight, providing a target GWG, monitoring GWG, and returning to a healthy postpartum weight.
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?
The large positive values of base and accept hydrogen are in good agreement with the scoring rubric, as it would be difficult for a student to achieve a high score without addressing the fact that amino functional groups behave as bases.
