Action Research Paper Rubrics

This is a major research paper or thesis that the candidate writes toward the end of the master's program. In an action research project, the candidate conducts a local experiment in order to determine whether a nationally recognized best practice implemented in the local school or workplace can achieve results akin to those described in the research literature. Each branch of the program has a rubric:

AECT-SMETS for Educational Technologists
ISTE-TF for Technology Facilitators

Action Research Paper

A key feature of the EDTC program is the manner in which students carry out an actual project in a school or workplace setting appropriate to the student's career goals. This project normally consists of the implementation of one or more curriculum modules from the student's curriculum design project. Students report the results of the project in the form of a paper that is written in APA style using case study methodology such as the protocols defined in Yin, Robert K. Case Study Research: Design and Methods. Third edition. Thousand Oaks: Sage Publications, 2003. ISBN 0-7619-2553-8.

The action research paper will be evaluated by a committee consisting of the candidate's advisor, a faculty member in the candidate's area of specialization, and one other member of the Master of Education core faculty. It is the candidate's responsibility to form this committee, in consultation with the advisor, during the semester preceding the academic term in which the paper will be written. Upon completion of the paper, the student will forward an electronic copy to each member of this committee, which has the responsibility to determine whether the paper satisfies the action research requirement. If the paper does not meet expectations, the advisor will provide the candidate with comments, and the candidate will have two weeks to revise the paper. This revision may be done only once. Candidates will be notified of the results approximately three weeks after completing the paper.

When evaluating the action research project, EDTC faculty use the ISTE rubric for candidates who are teachers working toward the ISTE-TF endorsement. For all other candidates, faculty use the AECT rubric. The tables below present the Action Research Paper rubrics.

Note: If the action research project is not already covered by an approved Application for Educational Technology Internship or Practicum form, the student must complete this form in order to gain EDTC approval for carrying out this activity.

AECT Rubric for the Action Research Project (case study)
Required elements: □ Replicates locally an instructional technology project or technique reported in the research literature. □ Theoretically explains differences observed between local results and those reported in the scholarly literature. □ Makes recommendations based on a comparison of local findings to those of the model project.
Candidate's Name:			Date:
INDICATORS	Developing	Meets		Exceeds
AECT 3.3 and 5.4 Recommended actions are framed in the form of hypotheses to test and measure effectiveness in real-world settings.	The hypotheses are misstated or missing, or the local experiment is not informed by results and experiences reported in the scholarly literature.	Analyzes the results of a model project reported in the scholarly literature and frames locally recommended actions in the form of hypotheses to test and measure the effectiveness of the locally proposed actions		Develops the case study report into a formal master's thesis written according to the thesis guidelines issued by the Office of Graduate Studies.
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AECT 4.2 Instructional delivery systems and support services are monitored so that any necessary resource management changes or improvements are identified.	Delivery system and support service recommendations are missing or unsupported by local findings or best practices documented in the scholarly literature.	Compares local instructional delivery systems and services to best practice models documented in the scholarly literature and makes appropriate implementation plans and recommendations based on local needs.		Compares local instructional delivery systems and services to best practice models and analyzes operational differences between the model project documented in the scholarly literature and its local implementation.
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AECT 1.1.5 Appropriate quantitative and qualitative methods are employed to determine the adequacy of the instruction.	Claims made based on the local findings reported are not supported by the data that has been collected.	Collects qualitative and quantitative data and theoretically compares local findings to results reported in the scholarly literature.		Collects qualitative and quantitative data and develops a theoretical framework to explain the differences observed between local findings and results reported in the scholarly literature.
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ISTE Rubric for the Action Research Project (case study)
Required elements: □ Replicates locally a model technology integration project or technique reported in the research literature. □ Theoretically explains differences observed between local results and those reported in the scholarly literature. □ Makes recommendations based on a comparison of local findings to those of the model project.
Candidate's Name:			Date:
INDICATORS	Developing	Meets		Exceeds
ISTE-TF-III Apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.	The local experiment is not very well defined or is not informed by results and experiences reported in the scholarly literature.	Conducts a local experiment based on a model documented in the research literature in order to determine whether the local school or district can replicate the results reported in the scholarly literature.		Develops the case study report into a formal master's thesis written according to the thesis guidelines issued by the Office of Graduate Studies.
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ISTE-TF-IV Apply technology to facilitate a variety of effective assessment and evaluation strategies.	Claims made based on the local findings reported are not supported by the data that has been collected.	Collects qualitative and quantitative data and theoretically compares local findings to results reported in the scholarly literature.		Collects qualitative and quantitative data, compares local results to published research findings, and develops a theoretical framework to explain the differences observed between local findings and results reported in the scholarly literature.
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ISTE-TF-VII Promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for P-12 schools.	Recommendations are missing or unsupported by local findings or best practices documented in the scholarly literature.	Informed by best practice advice documented in the scholarly literature, makes appropriate implementation plans and recommendations based on local findings.		Makes appropriate implementation plans informed by local findings and best practice advice documented in the scholarly literature. Analyzes procedural differences between the model project documented in the scholarly literature and its local implementation.
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