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The Scholarship of Teaching and LearningA Guide for Scientists, Engineers, and Mathematicians$
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Jacqueline Dewar, Curtis Bennett, and Matthew A. Fisher

Print publication date: 2018

Print ISBN-13: 9780198821212

Published to Oxford Scholarship Online: June 2018

DOI: 10.1093/oso/9780198821212.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 16 October 2019

Analyzing Evidence

Analyzing Evidence

Chapter:
(p.111) Chapter 7 Analyzing Evidence
Source:
The Scholarship of Teaching and Learning
Author(s):

Jacqueline M. Dewar

Publisher:
Oxford University Press
DOI:10.1093/oso/9780198821212.003.0008

Chapter 7 focuses on two methods for analyzing qualitative data: rubrics and content analysis or coding. Rubrics facilitate the assessment of separate aspects of a complex task. A rubric with dimensions and performance levels that align well with the research question can be a valuable assessment tool in a scholarship of teaching and learning (SoTL) study. The chapter takes the reader through the process of creating a rubric, and then applying it, as well as a discussion of achieving inter-rater agreement. It also describes techniques for coding qualitative data (also called content analysis) to extract meaning by using codes or labels to identify common themes that appear throughout the data set. Multiple examples are provided of science, technology, engineering, and mathematics (STEM) studies that used or developed rubrics and of studies that did a content analysis of verbal and non-verbal data. It also describes and compares the standards used to assess quantitative research and qualitative research.

Keywords:   evidence, rubric, content analysis, coding data, quantitative research standards, qualitative research standards, inter-rater reliability, inter-coder reliability

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