| RE 5040, Teacher as Researcher Rubric for Action Research Presentations This presentation will introduce us to the entirety of your action research project. When you are finished we should understand what you studied, why it was important to you and the field, how you conducted your study, what you discovered, and what you think it means to educators, students, and/or schools. You should view this as a first draft of your final paper describing the project. You cannot go into the depth or breadth your paper will allow, so you’ll have to be thoughtful about what to include and exclude, how to summarize and synthesize your activities and findings, and how to present it to us succinctly in a way that makes sense. Your final product should be in the neighborhood of 12 slides or overheads, presented in 20-25 minutes and allow for 5-10 additional minutes of questioning. Include title information, background, research question(s), methods (including a description of participants, the intervention/instruction, data collection, and data analysis), results, discussion (which may include future directions for researchers and/or teachers), and references and resources. You should provide us with a handout of no more than 2 pp. Focus your preparation on presentation quality and time limits, not dazzling us with your gorgeous slides or distracting us with glitzy slide transitions. This assignment counts 20% of your final grade in this class. |
| Content | Beginning | Developed | Accomplished |
| Introduction or background. Big picture description of problem that interested you. Research review. Research question(s). |
Basic treatment of nature of problem. Some related studies cited. Research question(s) stated. |
Thoughtful explanation of nature of problem. Studies cited and related to your problem and question. Research question stated and related to problem described. |
Detailed and insightful explanation of nature of problem. Important studies cited and clearly related to your problem and question. Research question(s) is (are) clearly stated and related closely to problem |
| Research design. | Less than thorough description of two or more categories described in “accomplished” category. |
Thorough description of at least 3 of the 4 categories described in “accomplished” category. Description of the 4th. | Thorough description of (a) relevant participant characteristics (e.g., gender, race, SES, reading score data...), (b) intervention procedures (what students and you did, how often, how long), (c) data collection (what info you gathered to answer what questions, instruments and procedures used to get that info), (d) data analysis (how you organized, examined, coded, categorized, summarized, analyzed data). |
| Results | You provide generally organized results that may leave the reader with important questions about what you found out either because important data is missing or the organization makes it difficult to understand.
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You provide organized and generally thorough treatment of the results you obtained. | You provide well-organized, through treatment of the results you obtained (student data, teacher data, classroom or school data). |
| Discussion | Your explanation of the information described in the “accomplished” category leaves the reader less than satisfied, or perhaps confused about what your study means, whether it matters, and whether you really understood what you did or what it means. | You explain fairly thoughtfully and in detail what your results mean for teaching and learning. You address to some extent what you understand better as a result of your study. You explain to some extent how your results matter, to whom, and why. | You explain thoughtfully and thoroughly what your results mean for teaching and learning. You address what you understand better as a result of your study. You explain how your results matter, to whom, and why. You might, but don’t have to, address important directions for future research in this area. |
| Total Possible Points | 0-5 pts | 6-10 pts | 11-15 pts |
| Mechanics | Unacceptable | Acceptable |
| a) Grammar, spelling, punctuation b) References and resources are provided in handout, detailed, preferrably APA Style c) Slides or transparencies, handouts, and other materials shared in presentation are relatively error-free |
More than a few errors in grammar, punctuation, APA style, and/or spelling. Less than fully respectful of audience. Care in preparation not as evident as it should be for a master’s level presentation to professional colleagues. | Few or no errors in grammar, punctuation, APA style, and/or spelling. Respectful of audience (e.g., slide font is large enough to read easily, slides are not cluttered with too much information. Care is evident in the preparation and delivery of the materials and the presentation. |
| Total possible points | 0-2 pts | 3-5 pts |