Assessment Rubric: General Inventory of Student
The Assessment Rubric Chart: General Inventory of Student Research Skills was developed by the Office of Research Support and International Affairs.
This instrument is intended for the assessment of student learning under the supervision of faculty members or research scientists while conducting research projects at Gallaudet University. Faculty and staff members who apply for institutional research grants, as a precondition for such funding, must agree to use this tool to document student progress during the funded research project. This stipulation applies to the Priority Research Fund and the Small Research Grants overseen by the Office of Research Support and International Affairs (RSIA), as well as other campus research funds (see Note 2). This instrument can also be used by any department or unit on campus that sponsors student research.
The assessment process using this instrument emphasizes interactions between the mentors and the mentees. It aims at awareness by both parties of the learning objectives to be achieved, and/or those that have been achieved, while research project is underway.
How to use the rubric
Step 1: At the proposal stage
Grant applicants should identify learning objectives for the student researchers that are particularly relevant to the proposed study. It is understood that any given student may be involved with a subset of the research functions in the left column. Simply, choose only the relevant functions in which the student will be involved.
Step 2: Before the project starts
The faculty member or research scientist will have an open discussion with each student researcher about those learning objectives specified in the research proposal. The parties will reach agreement about the current skill level of the student researcher, and the level that should be achieved at the end of the study. The student should be informed of the assessment requirements for providing evidence of learning, which may include, but not be limited to, portfolios, journals, research paper and publications, etc.
Step 3: During the research project
While the research is in progress, the mentor and mentee will continue conversation about the learning objectives specified at the beginning. The student researcher will write journals documenting important learning experience during the process, and collect other evidence to support his/her achievements.
Step 4: Before the research project ends
The student researcher will prepare a portfolio that documents his/her learning experience, and identifies the current research skill levels on each learning objective. The faculty member or research scientist will review the portfolio and prepare for a final interview with the student researcher.
Step 5: At the end of research project
An exit interview will be conducted, in which the faculty member or research scientist summarizes student's learning experience for the entire duration of the study. Based on the student's reflection and evidence presented, the parties should reach an agreement about the current skill level of the student researcher.
In general, for short research projects, two interviews will be required. During each interview, scores will be assigned to student researchers according to their research skills. But for longer projects, the frequency of the meetings should be determined by both parties, although at least once per semester is recommended.
The faculty or staff member who is applying for an RSIA-administered research grant, and wishes to engage a student, should first verify if this is permissible under the fund's policies. (See the Applications at research.gallaudet.edu ⇒ Research Funding.) If a fund permits engagement of a student, the applicant will be required to adapt the rubric for the student position and to specify the assessment activities; this information is due as part of the application and will be used in decision-making on the proposal.
[Last modified: 2015.11.13 14:20:58. by Brian Showalter]