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You searched for subject:( Rubric). Showing records 1 – 30 of 110 total matches.

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Open Universiteit Nederland

1. van de Moosdijk, Noëlle. Valide, Betrouwbaar en Transparant Toetsen van Competenties met Rubrics.

Degree: 2017, Open Universiteit Nederland

 Samenvatting Het toetsen van competenties is complex. Een probleem bij het toetsen van competenties is dat er te veel ruimte is voor subjectiviteit. Het gebruik… (more)

Subjects/Keywords: validiteit; betrouwbaarheid; transparantie; analytische rubric; holistische rubric

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APA (6th Edition):

van de Moosdijk, N. (2017). Valide, Betrouwbaar en Transparant Toetsen van Competenties met Rubrics. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7916

Chicago Manual of Style (16th Edition):

van de Moosdijk, Noëlle. “Valide, Betrouwbaar en Transparant Toetsen van Competenties met Rubrics. ” 2017. Masters Thesis, Open Universiteit Nederland. Accessed November 18, 2019. http://hdl.handle.net/1820/7916.

MLA Handbook (7th Edition):

van de Moosdijk, Noëlle. “Valide, Betrouwbaar en Transparant Toetsen van Competenties met Rubrics. ” 2017. Web. 18 Nov 2019.

Vancouver:

van de Moosdijk N. Valide, Betrouwbaar en Transparant Toetsen van Competenties met Rubrics. [Internet] [Masters thesis]. Open Universiteit Nederland; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1820/7916.

Council of Science Editors:

van de Moosdijk N. Valide, Betrouwbaar en Transparant Toetsen van Competenties met Rubrics. [Masters Thesis]. Open Universiteit Nederland; 2017. Available from: http://hdl.handle.net/1820/7916


Universiteit Utrecht

2. Desar, D.H.J. Towards improved teacher CLIL practice. Identification of design principles for a rubric styled feedback tool on teacher CLIL competencies.

Degree: 2012, Universiteit Utrecht

 Abstract Teachers in TTO and international schools teach both content and language. To do this effectively they use a method called "Content and Language Integrated… (more)

Subjects/Keywords: IVLOS; CLIL, RUBRIC

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APA (6th Edition):

Desar, D. H. J. (2012). Towards improved teacher CLIL practice. Identification of design principles for a rubric styled feedback tool on teacher CLIL competencies. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/254539

Chicago Manual of Style (16th Edition):

Desar, D H J. “Towards improved teacher CLIL practice. Identification of design principles for a rubric styled feedback tool on teacher CLIL competencies.” 2012. Masters Thesis, Universiteit Utrecht. Accessed November 18, 2019. http://dspace.library.uu.nl:8080/handle/1874/254539.

MLA Handbook (7th Edition):

Desar, D H J. “Towards improved teacher CLIL practice. Identification of design principles for a rubric styled feedback tool on teacher CLIL competencies.” 2012. Web. 18 Nov 2019.

Vancouver:

Desar DHJ. Towards improved teacher CLIL practice. Identification of design principles for a rubric styled feedback tool on teacher CLIL competencies. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2019 Nov 18]. Available from: http://dspace.library.uu.nl:8080/handle/1874/254539.

Council of Science Editors:

Desar DHJ. Towards improved teacher CLIL practice. Identification of design principles for a rubric styled feedback tool on teacher CLIL competencies. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/254539

3. Walker, Harry C. Establishing Content Validity of an Evaluation Rubric for Mobile Technology Applications Utilizing the Delphi Method.

Degree: 2013, Johns Hopkins University

 Abstract The purpose of this research study was to establish content validity for an evaluation tool designed to measure the quality of mobile technology applications… (more)

Subjects/Keywords: App Evaluation Rubric

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APA (6th Edition):

Walker, H. C. (2013). Establishing Content Validity of an Evaluation Rubric for Mobile Technology Applications Utilizing the Delphi Method. (Thesis). Johns Hopkins University. Retrieved from http://jhir.library.jhu.edu/handle/1774.2/36935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Walker, Harry C. “Establishing Content Validity of an Evaluation Rubric for Mobile Technology Applications Utilizing the Delphi Method.” 2013. Thesis, Johns Hopkins University. Accessed November 18, 2019. http://jhir.library.jhu.edu/handle/1774.2/36935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Walker, Harry C. “Establishing Content Validity of an Evaluation Rubric for Mobile Technology Applications Utilizing the Delphi Method.” 2013. Web. 18 Nov 2019.

Vancouver:

Walker HC. Establishing Content Validity of an Evaluation Rubric for Mobile Technology Applications Utilizing the Delphi Method. [Internet] [Thesis]. Johns Hopkins University; 2013. [cited 2019 Nov 18]. Available from: http://jhir.library.jhu.edu/handle/1774.2/36935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walker HC. Establishing Content Validity of an Evaluation Rubric for Mobile Technology Applications Utilizing the Delphi Method. [Thesis]. Johns Hopkins University; 2013. Available from: http://jhir.library.jhu.edu/handle/1774.2/36935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Open Universiteit Nederland

4. Cornelisse, Rafaël. Formatief Toetsen van Levensvisie.

Degree: 2017, Open Universiteit Nederland

 Voor het vak levensbeschouwing maken leerlingen opdrachten met een persoonlijk karakter. Met deze opdrachten ontwikkelen ze een levensvisie. Deze opdrachten worden verzameld in een individueel… (more)

Subjects/Keywords: rubric; formatief toetsen; levensbeschouwing; levensvisie

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APA (6th Edition):

Cornelisse, R. (2017). Formatief Toetsen van Levensvisie. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/8727

Chicago Manual of Style (16th Edition):

Cornelisse, Rafaël. “Formatief Toetsen van Levensvisie. ” 2017. Masters Thesis, Open Universiteit Nederland. Accessed November 18, 2019. http://hdl.handle.net/1820/8727.

MLA Handbook (7th Edition):

Cornelisse, Rafaël. “Formatief Toetsen van Levensvisie. ” 2017. Web. 18 Nov 2019.

Vancouver:

Cornelisse R. Formatief Toetsen van Levensvisie. [Internet] [Masters thesis]. Open Universiteit Nederland; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1820/8727.

Council of Science Editors:

Cornelisse R. Formatief Toetsen van Levensvisie. [Masters Thesis]. Open Universiteit Nederland; 2017. Available from: http://hdl.handle.net/1820/8727


Virginia Tech

5. Burrows, Timothy. A Preliminary Rubric Design to Evaluate Mixed Methods Research.

Degree: PhD, Educational Leadership and Policy Studies, 2013, Virginia Tech

 With the increase in frequency of the use of mixed methods, both in research publications and in externally funded grants there are increasing calls for… (more)

Subjects/Keywords: Mixed Methods; Evaluation; Rubric; Quality

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APA (6th Edition):

Burrows, T. (2013). A Preliminary Rubric Design to Evaluate Mixed Methods Research. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19324

Chicago Manual of Style (16th Edition):

Burrows, Timothy. “A Preliminary Rubric Design to Evaluate Mixed Methods Research.” 2013. Doctoral Dissertation, Virginia Tech. Accessed November 18, 2019. http://hdl.handle.net/10919/19324.

MLA Handbook (7th Edition):

Burrows, Timothy. “A Preliminary Rubric Design to Evaluate Mixed Methods Research.” 2013. Web. 18 Nov 2019.

Vancouver:

Burrows T. A Preliminary Rubric Design to Evaluate Mixed Methods Research. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10919/19324.

Council of Science Editors:

Burrows T. A Preliminary Rubric Design to Evaluate Mixed Methods Research. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19324


University of Canterbury

6. Mat Daud, n/a. Developing critical thinking skills in tertiary academic writing through the use of an instructional rubric for peer evaluation.

Degree: School of Educational Studies and Human Development, 2011, University of Canterbury

 Critical thinking skills have been identified as learning outcomes expected of students for most courses of tertiary education in many countries including Malaysia. One of… (more)

Subjects/Keywords: rubric; critical thinking; academic writing; peer evaluation

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APA (6th Edition):

Mat Daud, n. (2011). Developing critical thinking skills in tertiary academic writing through the use of an instructional rubric for peer evaluation. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6866

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mat Daud, n/a. “Developing critical thinking skills in tertiary academic writing through the use of an instructional rubric for peer evaluation.” 2011. Thesis, University of Canterbury. Accessed November 18, 2019. http://hdl.handle.net/10092/6866.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mat Daud, n/a. “Developing critical thinking skills in tertiary academic writing through the use of an instructional rubric for peer evaluation.” 2011. Web. 18 Nov 2019.

Vancouver:

Mat Daud n. Developing critical thinking skills in tertiary academic writing through the use of an instructional rubric for peer evaluation. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10092/6866.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mat Daud n. Developing critical thinking skills in tertiary academic writing through the use of an instructional rubric for peer evaluation. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/6866

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. 이, 은희. Development of outcome-based rubric for evaluating performance in nursing simulation.

Degree: 2015, Ajou University

최근 간호교육계는 수많은 도전에 직면해 있다. 보건의료계의 환경변화로 인해 간호사의 자질과 역량강화가 요구되고 있으며, 간호교육의 질적 향상을 위한 성과중심체계 교육과정이 중시되면서 간호시뮬레이션 실습은 이에 부합하는… (more)

Subjects/Keywords: 학습성과; 간호시뮬레이션; 루브릭; outcomes; nursing simulation; rubric

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APA (6th Edition):

이, . (2015). Development of outcome-based rubric for evaluating performance in nursing simulation. (Thesis). Ajou University. Retrieved from http://repository.ajou.ac.kr/handle/201003/11763 ; http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000019148

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

이, 은희. “Development of outcome-based rubric for evaluating performance in nursing simulation.” 2015. Thesis, Ajou University. Accessed November 18, 2019. http://repository.ajou.ac.kr/handle/201003/11763 ; http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000019148.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

이, 은희. “Development of outcome-based rubric for evaluating performance in nursing simulation.” 2015. Web. 18 Nov 2019.

Vancouver:

이 . Development of outcome-based rubric for evaluating performance in nursing simulation. [Internet] [Thesis]. Ajou University; 2015. [cited 2019 Nov 18]. Available from: http://repository.ajou.ac.kr/handle/201003/11763 ; http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000019148.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

이 . Development of outcome-based rubric for evaluating performance in nursing simulation. [Thesis]. Ajou University; 2015. Available from: http://repository.ajou.ac.kr/handle/201003/11763 ; http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000019148

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

8. Docktor, Jennifer Lynn. Development and validation of a physics problem-solving assessment rubric.

Degree: PhD, Physics, 2009, University of Minnesota

 Problem solving is a complex process that is important for everyday life and crucial for learning physics. Although there is a great deal of effort… (more)

Subjects/Keywords: Assessment; Physics; Problem-solving; Rubric; Physics

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APA (6th Edition):

Docktor, J. L. (2009). Development and validation of a physics problem-solving assessment rubric. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/56637

Chicago Manual of Style (16th Edition):

Docktor, Jennifer Lynn. “Development and validation of a physics problem-solving assessment rubric.” 2009. Doctoral Dissertation, University of Minnesota. Accessed November 18, 2019. http://purl.umn.edu/56637.

MLA Handbook (7th Edition):

Docktor, Jennifer Lynn. “Development and validation of a physics problem-solving assessment rubric.” 2009. Web. 18 Nov 2019.

Vancouver:

Docktor JL. Development and validation of a physics problem-solving assessment rubric. [Internet] [Doctoral dissertation]. University of Minnesota; 2009. [cited 2019 Nov 18]. Available from: http://purl.umn.edu/56637.

Council of Science Editors:

Docktor JL. Development and validation of a physics problem-solving assessment rubric. [Doctoral Dissertation]. University of Minnesota; 2009. Available from: http://purl.umn.edu/56637


University of Miami

9. Moore, Kendall Ryan. Development of a Rubric for Collegiate Jazz Improvisation Performance Assessment.

Degree: DMA, Studio Music and Jazz (Music), 2016, University of Miami

  The purpose of this study was to develop a jazz improvisation rubric for the evaluation of collegiate jazz improvisation. To create this measure, research… (more)

Subjects/Keywords: Jazz; Assessment; Rubric; Improvisation; College; Music

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APA (6th Edition):

Moore, K. R. (2016). Development of a Rubric for Collegiate Jazz Improvisation Performance Assessment. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1604

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moore, Kendall Ryan. “Development of a Rubric for Collegiate Jazz Improvisation Performance Assessment.” 2016. Thesis, University of Miami. Accessed November 18, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1604.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moore, Kendall Ryan. “Development of a Rubric for Collegiate Jazz Improvisation Performance Assessment.” 2016. Web. 18 Nov 2019.

Vancouver:

Moore KR. Development of a Rubric for Collegiate Jazz Improvisation Performance Assessment. [Internet] [Thesis]. University of Miami; 2016. [cited 2019 Nov 18]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1604.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moore KR. Development of a Rubric for Collegiate Jazz Improvisation Performance Assessment. [Thesis]. University of Miami; 2016. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1604

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Liberty University

10. Quast, Julie Ann. A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment.

Degree: 2016, Liberty University

 The purpose of this phenomenological study was to examine sixth grade literacy students’ perspectives of rubric-referenced assessment at an inner-city school in central Arkansas. The… (more)

Subjects/Keywords: assessment; perceptions; rubric; self-efficacy; Education; Educational Methods

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APA (6th Edition):

Quast, J. A. (2016). A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1557

Chicago Manual of Style (16th Edition):

Quast, Julie Ann. “A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment.” 2016. Doctoral Dissertation, Liberty University. Accessed November 18, 2019. http://digitalcommons.liberty.edu/doctoral/1557.

MLA Handbook (7th Edition):

Quast, Julie Ann. “A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment.” 2016. Web. 18 Nov 2019.

Vancouver:

Quast JA. A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Nov 18]. Available from: http://digitalcommons.liberty.edu/doctoral/1557.

Council of Science Editors:

Quast JA. A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1557


California State University – Sacramento

11. Petty, Kyle S. From rigor to ruin: writing mandates and the miseducation of a community.

Degree: MA, English (Composition, 2011, California State University – Sacramento

 The writer examines his school district???s implementation of a high-stakes writing curriculum that uses rubric assessment of mandated essays to justify English course completion. The… (more)

Subjects/Keywords: High-stakes writing assessment; Mandated writing curriculum; Rubric assessment

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APA (6th Edition):

Petty, K. S. (2011). From rigor to ruin: writing mandates and the miseducation of a community. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1158

Chicago Manual of Style (16th Edition):

Petty, Kyle S. “From rigor to ruin: writing mandates and the miseducation of a community.” 2011. Masters Thesis, California State University – Sacramento. Accessed November 18, 2019. http://hdl.handle.net/10211.9/1158.

MLA Handbook (7th Edition):

Petty, Kyle S. “From rigor to ruin: writing mandates and the miseducation of a community.” 2011. Web. 18 Nov 2019.

Vancouver:

Petty KS. From rigor to ruin: writing mandates and the miseducation of a community. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10211.9/1158.

Council of Science Editors:

Petty KS. From rigor to ruin: writing mandates and the miseducation of a community. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1158

12. Gumm Symanski, Stacia M. How can using mini lessons to teach 6 Trait Writing in a writer???s workshop improve student motivation to write and writing performance.

Degree: MA, Education (Curriculum and Instruction, 2012, California State University – Sacramento

 This paper presents an exploration of the way mini lessons used to teach Six Trait Writing improves student motivation to write and writing performance. The… (more)

Subjects/Keywords: Performance; Rubric; Elementary writing

…65 Appendix B. Grade 2- Personal and Fictional Narrative Rubric… …Total Rubric Score Points in the 6 Traits of Writing. …..52 2. Pre… …Treatment Writing Prompt Rubric Scores for the Number of Students in the 6 Traits of Writing… …56 3. Post Treatment Writing Prompt Rubric Scores for the Number of Students in the 6… 

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APA (6th Edition):

Gumm Symanski, S. M. (2012). How can using mini lessons to teach 6 Trait Writing in a writer???s workshop improve student motivation to write and writing performance. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1900

Chicago Manual of Style (16th Edition):

Gumm Symanski, Stacia M. “How can using mini lessons to teach 6 Trait Writing in a writer???s workshop improve student motivation to write and writing performance.” 2012. Masters Thesis, California State University – Sacramento. Accessed November 18, 2019. http://hdl.handle.net/10211.9/1900.

MLA Handbook (7th Edition):

Gumm Symanski, Stacia M. “How can using mini lessons to teach 6 Trait Writing in a writer???s workshop improve student motivation to write and writing performance.” 2012. Web. 18 Nov 2019.

Vancouver:

Gumm Symanski SM. How can using mini lessons to teach 6 Trait Writing in a writer???s workshop improve student motivation to write and writing performance. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10211.9/1900.

Council of Science Editors:

Gumm Symanski SM. How can using mini lessons to teach 6 Trait Writing in a writer???s workshop improve student motivation to write and writing performance. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1900


University of Georgia

13. Edwards, Kinsey Emiline. The psychometric development and review of an evaluation system for string ensemble performance using Rasch measurement theory.

Degree: EdD, Music Education, 2017, University of Georgia

 The purpose of these studies was to develop a valid and reliable rubric for the evaluation of large ensemble string performances using psychometric principles of… (more)

Subjects/Keywords: string ensemble; assessment; performance evaluation; invariant measurement; Rasch; rubric

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APA (6th Edition):

Edwards, K. E. (2017). The psychometric development and review of an evaluation system for string ensemble performance using Rasch measurement theory. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37726

Chicago Manual of Style (16th Edition):

Edwards, Kinsey Emiline. “The psychometric development and review of an evaluation system for string ensemble performance using Rasch measurement theory.” 2017. Doctoral Dissertation, University of Georgia. Accessed November 18, 2019. http://hdl.handle.net/10724/37726.

MLA Handbook (7th Edition):

Edwards, Kinsey Emiline. “The psychometric development and review of an evaluation system for string ensemble performance using Rasch measurement theory.” 2017. Web. 18 Nov 2019.

Vancouver:

Edwards KE. The psychometric development and review of an evaluation system for string ensemble performance using Rasch measurement theory. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10724/37726.

Council of Science Editors:

Edwards KE. The psychometric development and review of an evaluation system for string ensemble performance using Rasch measurement theory. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37726


University of Georgia

14. Edwards, Andrew Scott. The psychometric development and review of an evaluation system for wind band performance using rasch measurement theory.

Degree: EdD, Music Education, 2017, University of Georgia

 The purpose of these studies, presented here in three manuscripts, were to develop a valid and reliable rubric to be used for the evaluation of… (more)

Subjects/Keywords: wind band; assessment; performance evaluation; invariant measurement; Rasch; rubric

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APA (6th Edition):

Edwards, A. S. (2017). The psychometric development and review of an evaluation system for wind band performance using rasch measurement theory. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37693

Chicago Manual of Style (16th Edition):

Edwards, Andrew Scott. “The psychometric development and review of an evaluation system for wind band performance using rasch measurement theory.” 2017. Doctoral Dissertation, University of Georgia. Accessed November 18, 2019. http://hdl.handle.net/10724/37693.

MLA Handbook (7th Edition):

Edwards, Andrew Scott. “The psychometric development and review of an evaluation system for wind band performance using rasch measurement theory.” 2017. Web. 18 Nov 2019.

Vancouver:

Edwards AS. The psychometric development and review of an evaluation system for wind band performance using rasch measurement theory. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10724/37693.

Council of Science Editors:

Edwards AS. The psychometric development and review of an evaluation system for wind band performance using rasch measurement theory. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37693


University of Victoria

15. Untereiner, Brian. Teaching and learning the elements of argumentation.

Degree: Dept. of Curriculum and Instruction, 2013, University of Victoria

 In this study I investigated the interactions of 25 Grade 8 science students as they learned how to construct oral arguments using the Toulmin Argumentation… (more)

Subjects/Keywords: argumentation; Toulmin Argument Pattern; middle school science; coding rubric; scaffold

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APA (6th Edition):

Untereiner, B. (2013). Teaching and learning the elements of argumentation. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4654

Chicago Manual of Style (16th Edition):

Untereiner, Brian. “Teaching and learning the elements of argumentation.” 2013. Masters Thesis, University of Victoria. Accessed November 18, 2019. http://hdl.handle.net/1828/4654.

MLA Handbook (7th Edition):

Untereiner, Brian. “Teaching and learning the elements of argumentation.” 2013. Web. 18 Nov 2019.

Vancouver:

Untereiner B. Teaching and learning the elements of argumentation. [Internet] [Masters thesis]. University of Victoria; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1828/4654.

Council of Science Editors:

Untereiner B. Teaching and learning the elements of argumentation. [Masters Thesis]. University of Victoria; 2013. Available from: http://hdl.handle.net/1828/4654


University of Sydney

16. Lucas, Cherie. The Relationship between Reflective Practice, Learning Styles and Academic Performance in Pharmacy Education .

Degree: 2016, University of Sydney

 Introduction: Reflective thinking is conceptualised as a higher order thinking process that challenges one’s own beliefs and assumptions in order to come to new insights… (more)

Subjects/Keywords: reflective learning; reflective rubric; higher education; reliable assessment; pharmacy practice

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APA (6th Edition):

Lucas, C. (2016). The Relationship between Reflective Practice, Learning Styles and Academic Performance in Pharmacy Education . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/15246

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lucas, Cherie. “The Relationship between Reflective Practice, Learning Styles and Academic Performance in Pharmacy Education .” 2016. Thesis, University of Sydney. Accessed November 18, 2019. http://hdl.handle.net/2123/15246.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lucas, Cherie. “The Relationship between Reflective Practice, Learning Styles and Academic Performance in Pharmacy Education .” 2016. Web. 18 Nov 2019.

Vancouver:

Lucas C. The Relationship between Reflective Practice, Learning Styles and Academic Performance in Pharmacy Education . [Internet] [Thesis]. University of Sydney; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2123/15246.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lucas C. The Relationship between Reflective Practice, Learning Styles and Academic Performance in Pharmacy Education . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/15246

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Open Universiteit Nederland

17. Langbroek, Henk. Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein.

Degree: 2017, Open Universiteit Nederland

 Dit onderzoek gebruikt model-driven programmeren om op basis van een model (semi) automatisch een applicatie te maken. Het specifieke van dit onderzoek is dat deze… (more)

Subjects/Keywords: Model-driven; Semantic Web; OWL; RDF; FForms; rubric

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Langbroek, H. (2017). Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/9168

Chicago Manual of Style (16th Edition):

Langbroek, Henk. “Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein. ” 2017. Masters Thesis, Open Universiteit Nederland. Accessed November 18, 2019. http://hdl.handle.net/1820/9168.

MLA Handbook (7th Edition):

Langbroek, Henk. “Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein. ” 2017. Web. 18 Nov 2019.

Vancouver:

Langbroek H. Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein. [Internet] [Masters thesis]. Open Universiteit Nederland; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1820/9168.

Council of Science Editors:

Langbroek H. Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein. [Masters Thesis]. Open Universiteit Nederland; 2017. Available from: http://hdl.handle.net/1820/9168


Open Universiteit Nederland

18. Langbroek, Henk. Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein.

Degree: 2017, Open Universiteit Nederland

 Dit onderzoek gebruikt model-driven programmeren om op basis van een model (semi) automatisch een applicatie te maken. Het specifieke van dit onderzoek is dat deze… (more)

Subjects/Keywords: Model-driven; Semantic Web; OWL; RDF; FForms; rubric

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Langbroek, H. (2017). Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/9571

Chicago Manual of Style (16th Edition):

Langbroek, Henk. “Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein. ” 2017. Masters Thesis, Open Universiteit Nederland. Accessed November 18, 2019. http://hdl.handle.net/1820/9571.

MLA Handbook (7th Edition):

Langbroek, Henk. “Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein. ” 2017. Web. 18 Nov 2019.

Vancouver:

Langbroek H. Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein. [Internet] [Masters thesis]. Open Universiteit Nederland; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1820/9571.

Council of Science Editors:

Langbroek H. Een twee-laags model-driven Semantic Web-applicatie in het onderwijsdomein. [Masters Thesis]. Open Universiteit Nederland; 2017. Available from: http://hdl.handle.net/1820/9571


Mississippi State University

19. Walters, Carmen Hawkins. A STUDY ON THE PROGRESS TOWARD IMPLEMENTATION OF LEARNING-CENTERED APPROACHES AT A LARGE URBAN COMMUNITY COLLEGE.

Degree: PhD, Leadership and Foundations, 2009, Mississippi State University

  Faculty facing challenges of teaching students in a post-Katrina environment used learning-centered approaches to restore educational opportunities to its populations of hurricane-displaced students, the… (more)

Subjects/Keywords: learning-centered principles; learning-centered paradigm; learning-centered rubric

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APA (6th Edition):

Walters, C. H. (2009). A STUDY ON THE PROGRESS TOWARD IMPLEMENTATION OF LEARNING-CENTERED APPROACHES AT A LARGE URBAN COMMUNITY COLLEGE. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11042009-115734/ ;

Chicago Manual of Style (16th Edition):

Walters, Carmen Hawkins. “A STUDY ON THE PROGRESS TOWARD IMPLEMENTATION OF LEARNING-CENTERED APPROACHES AT A LARGE URBAN COMMUNITY COLLEGE.” 2009. Doctoral Dissertation, Mississippi State University. Accessed November 18, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11042009-115734/ ;.

MLA Handbook (7th Edition):

Walters, Carmen Hawkins. “A STUDY ON THE PROGRESS TOWARD IMPLEMENTATION OF LEARNING-CENTERED APPROACHES AT A LARGE URBAN COMMUNITY COLLEGE.” 2009. Web. 18 Nov 2019.

Vancouver:

Walters CH. A STUDY ON THE PROGRESS TOWARD IMPLEMENTATION OF LEARNING-CENTERED APPROACHES AT A LARGE URBAN COMMUNITY COLLEGE. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2019 Nov 18]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11042009-115734/ ;.

Council of Science Editors:

Walters CH. A STUDY ON THE PROGRESS TOWARD IMPLEMENTATION OF LEARNING-CENTERED APPROACHES AT A LARGE URBAN COMMUNITY COLLEGE. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11042009-115734/ ;


University of Houston

20. Kurban, Karman. Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.

Degree: Curriculum and Instruction, Department of, 2016, University of Houston

 Effective teaching with technology requires a developed, nuanced understanding of the complex interplays between three key kinds of knowledge: content knowledge, pedagogical knowledge, and technological… (more)

Subjects/Keywords: Teacher Knowledge; TPACK; Technology Integration; Rubric Development; and Technology Lesson Cycle

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kurban, K. (2016). Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3220

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kurban, Karman. “Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.” 2016. Thesis, University of Houston. Accessed November 18, 2019. http://hdl.handle.net/10657/3220.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kurban, Karman. “Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice.” 2016. Web. 18 Nov 2019.

Vancouver:

Kurban K. Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10657/3220.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kurban K. Characterizing Middle Grade Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Practice. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3220

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

21. Housley, Jason K. Ruqual: A System for Assessing Post-Editing.

Degree: MA, 2012, Brigham Young University

 Post-editing machine translation has become more common in recent years due to the increase in materials requiring translation and the effectiveness of machine translation systems.… (more)

Subjects/Keywords: post-editing; quality; translation; specifications; Java; rubric; assessment; Linguistics

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APA (6th Edition):

Housley, J. K. (2012). Ruqual: A System for Assessing Post-Editing. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4105&context=etd

Chicago Manual of Style (16th Edition):

Housley, Jason K. “Ruqual: A System for Assessing Post-Editing.” 2012. Masters Thesis, Brigham Young University. Accessed November 18, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4105&context=etd.

MLA Handbook (7th Edition):

Housley, Jason K. “Ruqual: A System for Assessing Post-Editing.” 2012. Web. 18 Nov 2019.

Vancouver:

Housley JK. Ruqual: A System for Assessing Post-Editing. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Nov 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4105&context=etd.

Council of Science Editors:

Housley JK. Ruqual: A System for Assessing Post-Editing. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4105&context=etd


Arizona State University

22. Perikamana, Aparna. Assessing the Impact of BIM Process Mapping Activities in Construction Education.

Degree: Construction, 2017, Arizona State University

 This research focuses on assessing the impact of various process mapping activities aimed at improving students' abilities to plan for Building Information Modeling (BIM). During… (more)

Subjects/Keywords: Pedagogy; BIM; BIM Education; BIM Process Mapping; Grading Rubric

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Perikamana, A. (2017). Assessing the Impact of BIM Process Mapping Activities in Construction Education. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/44300

Chicago Manual of Style (16th Edition):

Perikamana, Aparna. “Assessing the Impact of BIM Process Mapping Activities in Construction Education.” 2017. Masters Thesis, Arizona State University. Accessed November 18, 2019. http://repository.asu.edu/items/44300.

MLA Handbook (7th Edition):

Perikamana, Aparna. “Assessing the Impact of BIM Process Mapping Activities in Construction Education.” 2017. Web. 18 Nov 2019.

Vancouver:

Perikamana A. Assessing the Impact of BIM Process Mapping Activities in Construction Education. [Internet] [Masters thesis]. Arizona State University; 2017. [cited 2019 Nov 18]. Available from: http://repository.asu.edu/items/44300.

Council of Science Editors:

Perikamana A. Assessing the Impact of BIM Process Mapping Activities in Construction Education. [Masters Thesis]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/44300


University of New Mexico

23. Dawn, Stefani. A SCAFFOLDED INSTRUCTIONAL MODEL TO TEACH DOCTOR OF PHARMACY STUDENTS TO EVALUATE RANDOMIZED AND NON-RANDOMIZED MEDICAL STUDIES ON A SIMILAR TOPIC TO REACH A CLINICAL CONCLUSION.

Degree: Language, Literacy, and Sociocultural Studies, 2013, University of New Mexico

 The goal of this study was to test a scaffolded instructional model in a complex Evidence Based Medicine (EBM) lesson where students evaluated three different… (more)

Subjects/Keywords: pharmacy education; medical education; teaching evidence based medicine; instruction; instructional scaffolding; Medical Literature Evaluation Rubric; Clinical Literature Evaluation Rubric; RCT bias; preconceptions; teaching; curriculum

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dawn, S. (2013). A SCAFFOLDED INSTRUCTIONAL MODEL TO TEACH DOCTOR OF PHARMACY STUDENTS TO EVALUATE RANDOMIZED AND NON-RANDOMIZED MEDICAL STUDIES ON A SIMILAR TOPIC TO REACH A CLINICAL CONCLUSION. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/22037

Chicago Manual of Style (16th Edition):

Dawn, Stefani. “A SCAFFOLDED INSTRUCTIONAL MODEL TO TEACH DOCTOR OF PHARMACY STUDENTS TO EVALUATE RANDOMIZED AND NON-RANDOMIZED MEDICAL STUDIES ON A SIMILAR TOPIC TO REACH A CLINICAL CONCLUSION.” 2013. Doctoral Dissertation, University of New Mexico. Accessed November 18, 2019. http://hdl.handle.net/1928/22037.

MLA Handbook (7th Edition):

Dawn, Stefani. “A SCAFFOLDED INSTRUCTIONAL MODEL TO TEACH DOCTOR OF PHARMACY STUDENTS TO EVALUATE RANDOMIZED AND NON-RANDOMIZED MEDICAL STUDIES ON A SIMILAR TOPIC TO REACH A CLINICAL CONCLUSION.” 2013. Web. 18 Nov 2019.

Vancouver:

Dawn S. A SCAFFOLDED INSTRUCTIONAL MODEL TO TEACH DOCTOR OF PHARMACY STUDENTS TO EVALUATE RANDOMIZED AND NON-RANDOMIZED MEDICAL STUDIES ON A SIMILAR TOPIC TO REACH A CLINICAL CONCLUSION. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1928/22037.

Council of Science Editors:

Dawn S. A SCAFFOLDED INSTRUCTIONAL MODEL TO TEACH DOCTOR OF PHARMACY STUDENTS TO EVALUATE RANDOMIZED AND NON-RANDOMIZED MEDICAL STUDIES ON A SIMILAR TOPIC TO REACH A CLINICAL CONCLUSION. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/22037


George Mason University

24. Olson, Audrey. Effect of Time Spent in All-You-Care-to-Eat University Dining Hall on Weekday Lunch Nutrition Quality .

Degree: George Mason University

 Background: College students’ eating patterns have known nutritional shortfalls, particularly in consumption levels of fruit and vegetables, lean protein, low or nonfat dairy, and whole… (more)

Subjects/Keywords: undergraduate; dietary assessment; dining hall; nutrition assessment rubric; dietary index; dietary rubric

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APA (6th Edition):

Olson, A. (n.d.). Effect of Time Spent in All-You-Care-to-Eat University Dining Hall on Weekday Lunch Nutrition Quality . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/11540

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Olson, Audrey. “Effect of Time Spent in All-You-Care-to-Eat University Dining Hall on Weekday Lunch Nutrition Quality .” Thesis, George Mason University. Accessed November 18, 2019. http://hdl.handle.net/1920/11540.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Olson, Audrey. “Effect of Time Spent in All-You-Care-to-Eat University Dining Hall on Weekday Lunch Nutrition Quality .” Web. 18 Nov 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Olson A. Effect of Time Spent in All-You-Care-to-Eat University Dining Hall on Weekday Lunch Nutrition Quality . [Internet] [Thesis]. George Mason University; [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1920/11540.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Olson A. Effect of Time Spent in All-You-Care-to-Eat University Dining Hall on Weekday Lunch Nutrition Quality . [Thesis]. George Mason University; Available from: http://hdl.handle.net/1920/11540

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

25. Neophytoy Kyriakidou, Georgia. Η επίδραση της αυθεντικής αξιολόγησης στη μουσική μάθηση: η χρήση ρουμπρικών στην αξιολόγηση της δραστηριότητας της εκτέλεσης αυλού σε μαθητές Α’ γυμνασίου στο μάθημα της μουσικής.

Degree: 2011, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

 Assessment constitutes a function directly related with the educational procedure in every aspect of learning. During the last decades the significance of evaluation in the… (more)

Subjects/Keywords: Αξιολόγηση; Αυθεντική; Μουσική; Δευτεροβάθμια εκπαίδευση; Αυλός; Ρουμπρίκα; Assessment; Authentic; Music; Secondary schools; Recorder; Rubric

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APA (6th Edition):

Neophytoy Kyriakidou, G. (2011). Η επίδραση της αυθεντικής αξιολόγησης στη μουσική μάθηση: η χρήση ρουμπρικών στην αξιολόγηση της δραστηριότητας της εκτέλεσης αυλού σε μαθητές Α’ γυμνασίου στο μάθημα της μουσικής. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/30084

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Neophytoy Kyriakidou, Georgia. “Η επίδραση της αυθεντικής αξιολόγησης στη μουσική μάθηση: η χρήση ρουμπρικών στην αξιολόγηση της δραστηριότητας της εκτέλεσης αυλού σε μαθητές Α’ γυμνασίου στο μάθημα της μουσικής.” 2011. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed November 18, 2019. http://hdl.handle.net/10442/hedi/30084.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Neophytoy Kyriakidou, Georgia. “Η επίδραση της αυθεντικής αξιολόγησης στη μουσική μάθηση: η χρήση ρουμπρικών στην αξιολόγηση της δραστηριότητας της εκτέλεσης αυλού σε μαθητές Α’ γυμνασίου στο μάθημα της μουσικής.” 2011. Web. 18 Nov 2019.

Vancouver:

Neophytoy Kyriakidou G. Η επίδραση της αυθεντικής αξιολόγησης στη μουσική μάθηση: η χρήση ρουμπρικών στην αξιολόγηση της δραστηριότητας της εκτέλεσης αυλού σε μαθητές Α’ γυμνασίου στο μάθημα της μουσικής. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10442/hedi/30084.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Neophytoy Kyriakidou G. Η επίδραση της αυθεντικής αξιολόγησης στη μουσική μάθηση: η χρήση ρουμπρικών στην αξιολόγηση της δραστηριότητας της εκτέλεσης αυλού σε μαθητές Α’ γυμνασίου στο μάθημα της μουσικής. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2011. Available from: http://hdl.handle.net/10442/hedi/30084

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Cincinnati

26. Dean, Brandon L. A Repertoire Selection Rubric for Preservice and Beginning Choral Conductors Based on Criteria of Aesthetic and Pedagogical Merit.

Degree: DMA, College-Conservatory of Music: Conducting, Choral Emphasis, 2011, University of Cincinnati

  The foundation of successful choral music education begins with the selection of repertoire that is of artistic and pedagogical merit and appropriately fitted to… (more)

Subjects/Keywords: Music Education; repertoire selection; choral music education; choral pedagogy; analytic rubric; choral literature

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APA (6th Edition):

Dean, B. L. (2011). A Repertoire Selection Rubric for Preservice and Beginning Choral Conductors Based on Criteria of Aesthetic and Pedagogical Merit. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313764499

Chicago Manual of Style (16th Edition):

Dean, Brandon L. “A Repertoire Selection Rubric for Preservice and Beginning Choral Conductors Based on Criteria of Aesthetic and Pedagogical Merit.” 2011. Doctoral Dissertation, University of Cincinnati. Accessed November 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313764499.

MLA Handbook (7th Edition):

Dean, Brandon L. “A Repertoire Selection Rubric for Preservice and Beginning Choral Conductors Based on Criteria of Aesthetic and Pedagogical Merit.” 2011. Web. 18 Nov 2019.

Vancouver:

Dean BL. A Repertoire Selection Rubric for Preservice and Beginning Choral Conductors Based on Criteria of Aesthetic and Pedagogical Merit. [Internet] [Doctoral dissertation]. University of Cincinnati; 2011. [cited 2019 Nov 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313764499.

Council of Science Editors:

Dean BL. A Repertoire Selection Rubric for Preservice and Beginning Choral Conductors Based on Criteria of Aesthetic and Pedagogical Merit. [Doctoral Dissertation]. University of Cincinnati; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313764499


University of Georgia

27. Dobbins, Christopher. Exploring the relationship between applied classroom ensemble fundamentals and ensemble performance achievement.

Degree: EdD, Music Education, 2017, University of Georgia

 The purpose of this study was to explore the relationship between applied classroom ensemble fundamentals and ensemble performance achievement of high school bands. This study… (more)

Subjects/Keywords: band rating rubric; ensemble-based fundamentals; optimal scale regression; performance achievement; Rasch; Spearman’s rho

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dobbins, C. (2017). Exploring the relationship between applied classroom ensemble fundamentals and ensemble performance achievement. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37689

Chicago Manual of Style (16th Edition):

Dobbins, Christopher. “Exploring the relationship between applied classroom ensemble fundamentals and ensemble performance achievement.” 2017. Doctoral Dissertation, University of Georgia. Accessed November 18, 2019. http://hdl.handle.net/10724/37689.

MLA Handbook (7th Edition):

Dobbins, Christopher. “Exploring the relationship between applied classroom ensemble fundamentals and ensemble performance achievement.” 2017. Web. 18 Nov 2019.

Vancouver:

Dobbins C. Exploring the relationship between applied classroom ensemble fundamentals and ensemble performance achievement. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10724/37689.

Council of Science Editors:

Dobbins C. Exploring the relationship between applied classroom ensemble fundamentals and ensemble performance achievement. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37689


Boise State University

28. Hemingway, Angela. Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes.

Degree: 2017, Boise State University

 Idahoans failed to recognize approximately 240M in 2016 when over 3,800 STEM (science, technology, engineering, and math) jobs, with a median wage of 30 per… (more)

Subjects/Keywords: education; professional development; STEM; high quality; rubric; educator survey; Curriculum and Instruction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hemingway, A. (2017). Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1338

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hemingway, Angela. “Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes.” 2017. Thesis, Boise State University. Accessed November 18, 2019. https://scholarworks.boisestate.edu/td/1338.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hemingway, Angela. “Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes.” 2017. Web. 18 Nov 2019.

Vancouver:

Hemingway A. Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes. [Internet] [Thesis]. Boise State University; 2017. [cited 2019 Nov 18]. Available from: https://scholarworks.boisestate.edu/td/1338.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hemingway A. Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1338

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

29. Taylor, Debra M. Writing Rubrics as Formative Assessments in an Elementary Classroom.

Degree: MSEd, Education and Human Development, 2013, SUNY College at Brockport

  This qualitative study with second and third grade students investigated what happens during the co-construction of a writing rubric between students and teacher for… (more)

Subjects/Keywords: writing rubric; formative assessment; self-assessment; elementary education; Education; Educational Assessment, Evaluation, and Research

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Taylor, D. M. (2013). Writing Rubrics as Formative Assessments in an Elementary Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/258

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taylor, Debra M. “Writing Rubrics as Formative Assessments in an Elementary Classroom.” 2013. Thesis, SUNY College at Brockport. Accessed November 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/258.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taylor, Debra M. “Writing Rubrics as Formative Assessments in an Elementary Classroom.” 2013. Web. 18 Nov 2019.

Vancouver:

Taylor DM. Writing Rubrics as Formative Assessments in an Elementary Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2019 Nov 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/258.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor DM. Writing Rubrics as Formative Assessments in an Elementary Classroom. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/ehd_theses/258

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Dawe, Nikita. Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes.

Degree: 2016, University of Toronto

This thesis report focuses on the process of constructing, testing, and refining a bank of universal analytic rubric rows. The objective was to produce a… (more)

Subjects/Keywords: Engineering design; Engineering eduation; Learning outcomes; Learning outcomes assessment; Rubric development; Rubrics; 0443

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dawe, N. (2016). Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/74587

Chicago Manual of Style (16th Edition):

Dawe, Nikita. “Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes.” 2016. Masters Thesis, University of Toronto. Accessed November 18, 2019. http://hdl.handle.net/1807/74587.

MLA Handbook (7th Edition):

Dawe, Nikita. “Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes.” 2016. Web. 18 Nov 2019.

Vancouver:

Dawe N. Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1807/74587.

Council of Science Editors:

Dawe N. Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/74587

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