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dc.contributor.author O'Loughlin, Valerie Dean
dc.contributor.author Braun, Mark
dc.contributor.author Subino Sullivan, Carol
dc.contributor.author Kearns, Katherine D.
dc.date.accessioned 2010-03-19T20:02:53Z
dc.date.available 2010-03-19T20:02:53Z
dc.date.issued 2010-03-19
dc.identifier.citation Kearns, K.D., Sullivan, C.S., O'Loughlin, V.D., and Braun, M. (2010). A scoring rubric for teaching statements: A tool for inquiry into graduate student writing about teaching and learning. Journal on Excellence in College Teaching, 21(1). en
dc.identifier.uri http://hdl.handle.net/2022/6804
dc.description This is Appendix B, which is available only online and is not included in the print version of the Kearns et al. (2010) article. en
dc.description.abstract The authors created a valid and reliable teaching statement scoring rubric to investigate and document the progression of graduate student instructors as scholarly teachers. Using the rubric, they detected significant positive changes between students’ draft and final teaching statements, particularly in criteria related to describing teaching methods and student assessment methods and in explaining those methods with respect to learning goals. However, student writing about teaching assessment methods remained unchanged. Unlike self-assessment writing tools, this rubric can be useful for faculty mentors and instructional consultants who wish to quantify the scholarly progression of writers and modify mentoring practice accordingly. en
dc.language.iso en_US en
dc.publisher Journal on Excellence in College Teaching en
dc.subject scholarship of teaching and learning en
dc.subject graduate student professional development en
dc.subject rubric en
dc.subject statement of teaching philosophy en
dc.title A rubric for scoring teaching philosophy statements en
dc.type Article en


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