Final Action Research Project Scoring Guide
Teacher/Researcher Name ______
Project Title ______
Trustworthy Criteria:Descriptors / Compelling
Exceptional use and depth of data and critical thinking; perspectives weave a compelling, authentic, and powerful project of becoming; there is a strong sense of transformation and evidence that the teacher-researcher is able to problem-solve and raise epistemological questions and will continue to do so in the future as an advocate for students, justice, and transformation. / Convincing
Strong use and depth of data, critical thinking, perspectives weave a convincing and authentic project of becoming; there is a strong sense of learning and meaning-making
and evidence that the teacher–researcher will continue to learn as an advocate for students, justice and transformation. / Satisfactory
Use and depth of data, critical thinking and perspectives produce a solid project representing growing awareness as a teacher. There is evidence of learning and meaning-making although it may lack some connection or be somewhat disjoined or more superficial in thinking and questioning. There is evidence that the teacher–researcher will continue to gain skills, dispositions, and strategies for thinking and questioning practice and will focus on what most benefits students.
Trustworthy Criteria / Compelling
Comments/Key Evidence / Convincing
Comments/Key Evidence / Satisfactory
Comments/Key Evidence
Evidence of Becoming.
The work illustrates becoming a teacher by demonstrating critical thinking, problem solving, and providing evidence of research as teaching process
Practice of Self-Reflexivity.
Self-reflexivity is evident throughout the project as the teacher/researcher probes personal and systemic paradigms, assumptions, and biases to form transformed theories of teaching and learning.
Multiple Perspectives.
Multiple perspectives are present, honored, and utilized in data interpretation. There is evidence the teacher/researcher will continue to seek multiple perspectives as a teacher.
Strong Sense of Connection.
The project includes a strong sense of connection between the critical question; design; cultural context of the community and school; distant colleagues; and the teacher/researcher’s own journey in becoming a teacher.
Meaningful Action.
The results of the project are meaningful and transformative. There is evidence the teacher/researcher is more insightful and wise; and that the teacher/researcher has the abilities to continue to reframe practice. The project benefits students and the classroom. It represents praxis.
Limitations.
The project clearly recognizes limitations.
Tentative Interpretations.
The project does not made broad and general claims, but leaves issues opens, suggests insightful questions, thus demonstrating a continuing ability to learn and change.
Ethical and Professional.
The project reflects respect for participants by being responsible and accurate in use of data and ethical in the way data were collected.
Writing Criteria[1] / Compelling / Convincing / Satisfactory
Content and Organization / The writing is exceptionally clear, focused, and interesting; uses required sections and organization to enhance meaning; details and data are rich and support themes, categories and/or questions. / The writing is clear and well-focused. All required sections are present and easy to follow; details and data are relevant and support themes, categories and/or questions. / The writing can be read and understood, although it may be overly broad or simplistic; organization is lacking by either being limited, lacking sequencing, too wordy, or lacking in details; details and data do not necessarily support themes, categories and/or questions or do so somewhat inconsistently.
Voice / There is an exceptional sense of “writing to be read,” of the authentic and transparent voice of the teacher-researcher as engaged and sincere. / There is a strong sense of “writing to be read,” of the authentic voice of the teacher-researcher as sincere and committed. / There is a sense of “writing to be read,” of the authentic voice of the teacher-researcher as sincere and committed, although there may be inconsistencies and voice may be too formal or too casual.
Conventions / Exceptionally strong control of standard writing conventions are demonstrated with errors so few and minor they may not be noticed by the reader. / Control of standard writing conventions are demonstrated; there are some errors but they do not distract from the overall content. / Control of standard writing conventions are demonstrated;
Significant errors do not occur frequently.
Use of APA; Citing Sources / Exceptionally strong commitment to the accuracy of the written document. / Strong commitment to the accuracy of the written document. Errors are few and do not distract from the overall content. / Commitment to the accuracy of the written document; there are no blatant violations of the rules of documentation.
Additional Comments:
Becoming a Teacher Through Action Research, Second Edition © 2010 Routledge / Taylor & Francis Group, LLC.
[1] Some language for writing criteria has been adapted from the Oregon State Writing Standards, http://www.ode.state.or.us/search/page/?id=32