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The Graph Rubric: Development of a Teaching, Learning, and Research Tool.

Aakanksha Angra1, Stephanie M Gardner2

  • 1Department of Biology, Georgia State University, Atlanta, GA 30303.

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This study developed a graph rubric to help undergraduate biology students master data visualization skills. The rubric aids in teaching, assessing, and researching student learning in scientific graphing.

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Area of Science:

  • Biology Education Research
  • Scientific Visualization

Background:

  • Undergraduate biology curricula increasingly focus on scientific practices.
  • Students need to master data summarization through appropriate graph creation.
  • Existing tools for teaching and assessing graphing skills are limited.

Purpose of the Study:

  • To develop an evidence-based, analytic rubric for evaluating student-created graphs.
  • To provide a tool for instruction, assessment, and research in undergraduate biology graphing.
  • To inform the design of learning experiences and pedagogical approaches.

Main Methods:

  • Developed a graph rubric informed by learning sciences, statistics, and representations literature.
  • Incorporated feedback and usage data from diverse user groups.
  • Designed the rubric with categories for graph mechanics, communication, and choice, each with three achievement levels.

Main Results:

  • Created an evidence-based, analytic rubric for graph assessment.
  • The rubric categorizes essential graph elements: mechanics, communication, and choice.
  • Each category is evaluated at three distinct levels of achievement.

Conclusions:

  • The rubric has potential for providing formative feedback to students.
  • It enables instructors to gauge and guide student learning and instructional strategies.
  • Identified future research directions for science education researchers in graphing.