Assessing Student Learning: A Collection of Evaluation Tools

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Assessing Student Learning: A Collection of Evaluation Tools

Introduction:LiteratureAdvancementA brief summary of the literature isprovided, and there is a specific,clear description of what is missingfrom this literature or whatresearchers do not yet know. A clearexplanation of how the proposedstudy will answer this question orfill this research gap is included.Specific issues, variables,populations, or methods arementioned.A brief summary of the literature isprovided, but the description of whatis missing from this literature orwhat researchers do not yet knowcould be stated more clearly. Anexplanation of how the proposedstudy will answer this question orfill this research gap is included, butit could be more specific; or, theauthor makes a vague call for moreresearch without specifyingvariables, populations, or methods.A brief summary of the literature isnot provided. The description ofwhat is missing from this literatureor what researchers do not yet knowis unclear. There is littlejustification why the proposed studywill be important to this literature, orthe author makes a vague call formore research without anyspecificity.A brief summary of the literature isnot provided. The description ofwhat is missing from this literatureor what researchers do not yet knowis absent or very unclear. There is nodiscussion of why the proposedstudy will be important to thisliterature, or no study is proposed atthis point.Introduction:HypothesisHypotheses are all clearly stated,and directional predictions are madebased on the previous literature.They are testable. It is clear whatthe experimental groups will be andwhat will be measured.Main hypotheses are stated clearlyand directional predictions aremade, but it is somewhat unclearwhat the experimental groups willbe or what will be measured. It maybe unclear how the hypothesis linksto the literature.Variables in the main hypothesis arestated, but no directional predictionabout the relation between thevariables is specifically stated. It isunclear what the experimentalgroups will be and what will bemeasured. A hypothesis with nojustification may be included.Direction of hypothesis does notfollow from the literature presented.DesignThe design of the study is clear andcomplete and appropriate to test thehypothesis. Variables areappropriate and operationalizedproperly.Design is complete and appropriatebut not clearly described.Variables are appropriatelyoperationalized but may besimplistic.Design is not complete or theoperationalization of the variables isnot clear. Measured variables maybe simplistic or lack content validity(i.e., not appropriate).Design is not appropriate for thehypothesis; variables are notoperationalized or not valid.Method:ParticipantsSample is appropriate givenhypotheses and large enough forpower. Participant informationincludes number and all necessarycharacteristics. Exclusions based onbehavior (e.g., fussiness, failure tocomplete) are noted, as are anyrecruitment criteria or specialarrangements (e.g., compensation).Sample is appropriate givenhypotheses, although may be small.A relevant characteristic of theparticipants may be missing fromthe description. Must includerecruitment criteria or specialarrangements.Sample is not complete givenhypotheses (e.g., wrong ages) but iswell described. Does not includeeither recruitment criteria orexclusion information.Sample is not complete given thehypotheses. Participants are poorlydescribed; replication would not bepossible.

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