Action Research Report Evaluation Rubrics

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Action Research Report Evaluation Rubrics (SED 511, Winter 2007)

1. Introduction
Exceeds the standards (A) Meets the standards (B) Below the standards (C or below)
1-1. Rationale / significance
In addition to meeting the  Problem statement directly  Purpose of project is stated
standards, linked to improving teaching however not directly linked to
 Purpose of project is stated practices. improving teaching practices.
and directly linked to  Clearly identifies the problem  The problem that has been
improving teaching practices that will be addressed, and identified does not directly
and shows future implications. suggests how it is possible to affect student learning or does
In other words, the focus area carry out research on that not have direct relevance to the
also can be applied to a larger problem. (pp. 26-28) students. (pp. 26, 28)
context, either by the teacher to  Intended audience is clear.  It is not clear what problem is
other classes of students or the  Brief description of being investigated. (p. 27)
students can use those in other background of setting and  Intended audience is not clear.
aspects of life. (p. 26- 27) context of problem.  No description of background
 Intended audience is clear.  States how the focus area is a of setting and context of
 Clear and succinct description problem that affects the student problem.
of background of setting and learning environment and is  Area of focus stated, however
context of problem. relevant to the students and the not clearly defined.
 Grammatically correct, classroom/school you’re  Problem shows personal
accurate, correct format with working in. (pp. 26, 28) interest but no future
clear concise writing.  Clearly defines area of focus. significance.
 Shows personal interest and  Significant grammatical
future significance to student errors.
improvement.
 No major grammatical errors
and writing is organized.
1-2. Problem Identification
In addition to meeting the  Problem is based on direct  Problem is not based on direct
standards, observations. observations.
 Writing and organization ties  Problem is within teacher's  Problem is not within
together rational significance control. teacher's control.
with identified problem.  Problem influences student  No explanation of how the
learning. problem influences student
 Problem can be solved learning.
through direct actions by  Problem cannot be solved
teacher. through direct actions or
actions are not feasible)
 Significant grammatical
errors.
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1-3. Research Questions
Exceeds Meets Below

In-depth question which breathes Question is appropriate Question does not address focus
life (aka “is sexy”) into the area of for area of focus. statement. Sucks the breath out of the
focus statement (p. 45) focus statement. No focus whatsoever
Sexy = Currently relevant and
pedagogically interesting
Question leads to a clear plan for Question helps provide a Question is vague and doesn’t allow for
analyzing data and further focus for data collection adequate data collection
iterations of inquiry. plan (p. 45)
Question defines research Question provides an No variables defined or cannot be
variables easy way to extrapolate extrapolated
the variables (p. 45)
1-4. Literature Review

Exceeds Meets Below
Clearly and purposefully utilizes Provides acceptable overview of Does not meet “one or
background research in a way that the research that has been done more” of standard
lends direction and support to the on the subject. expectations.
research plan.  Abstracts for two peer-  Abstracts one or none
 Abstracts for three or more peer- reviewed articles (per person peer-reviewed articles
reviewed articles (per person in in group) that are relevant to (per person in group) or
group) that are relevant to the the research. irrelevant articles.
research.  For an opinion article, state the  Does not completely
 Includes a discussion of something main points of the author's discuss article
from the article that is pertinent to position (p. 39 #5)  Incorrectly uses APA
the particular research question (e.g.  For a study, state the problem, citation form:
procedures, analysis, modifications). procedures, and conclusions http://www.dianahacker
 Makes tentative conclusions based (p. 39 #5) .com/resdoc/
upon the literature review (p.41)  Correctly uses APA citation p04_c09_o.html
 Correctly uses APA citation form: form:
http://www.dianahacker.com/resdoc http://www.dianahacker.com/r
/ p04_c09_o.html esdoc/ p04_c09_o.html
One definite intended audience is teachers. But depending on your research questions, intended audience
may include parents, principals, and/or policy makers. When you describe the problems and research
questions, you need to explicitly state who will be the reader of your research reports. Do not write the
research report only for me—the instructor of the course.
There should be logical correlation between problems stated and significance of the research that you
claim.
Abstracts do not mean that you copy and paste abstracts of paper that you read. You need to summarize
the research and integrate the summary to your research problems, questions, or purposes.
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2. Methods
Exceeds the standards Meets the standards Below the standards
2-1. Data collection methods (chapter 3): Inform reader of data collection methods used in the study
In addition to meeting the standards  Collect data from at least three  Methods are not
 Provide thoughtful discussion of different sources clear
relevance of the data sources to the  Explains valid reasons for not  No attempt at
question(s) including various data sources triangulation
 Explicitly state how ethical issues  Data sources are consistent with  Methods are not
are dealt with or appropriate to the question appropriate to the
asked question asked
2-2. Data analysis methods (chapter 6): Inform reader of data analysis process
In addition to meeting the standards  Provide clear criteria for  Fail to fully explain
 Use non-examples in presenting identifying trends/patterns in the criteria for
criteria for identifying data identifying
trends/patterns in the data  Criteria used are appropriate to trends/patterns in the
 Use various perspectives data collected data
 Cite relevant literature that supports
analysis methods
2-3. Validity statements (chapter 4): Inform reader of validation methods used in the study
In addition to meeting the standards  Validate the study using two  Fail to validate the
 Validate the study using one more methods each from different study using two
method group of validation methods methods from
 Explicitly connect each validation described textbook pages 87, 90 different groups of
method to research question & 92 (Using terms defined in the validation
tables)
3. Results
In addition to meeting the standards  Present data analysis  Fail to use evidence
 Provide thoughtful and critical results/claims using proper properly to support
insight into science learning or representation methods claims
teaching  Support claims using appropriate
 Explicitly connect the claims to the and enough data
problem stated in introduction  Provide a brief summary
4. Action plan
In addition to meeting the standards  Provide action plans based on  Fail to connect
 Provide action plans from various research results action plans to
perspectives  Explicitly state applicable research results
conditions and limitations for
application/generalization

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Action Research Report Evaluation Rubrics (SED 511, Winter 2007)

1-3. Research Questions

Exceeds Meets Below

1-4. Literature Review

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