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Note that the guidelines below are intended for authors and reviewers alike. Reviewers should use these guidelines when assessing the contribution.

Rubrics for assessing quality of the contribution

Presentation

Insufficient

Good

Excellent

1. Aim and problem

The contribution is insufficiently motivated and the question or problem formulation is incomplete or missing

The question or problem is clearly formulated and the contribution is reasonably contextualised.

 

The question or problem formulation is clearly articulated and the contextualisation is relevant. The contribution has the potential to stimulate pedagogical discussion or development in higher education.

 

2. Scholarly contextualisation

The connection to proven experience or research is missing or vague.

The contribution is connected to research or proven experience.

The contribution is explicitly situated and supported in relevant research or proven experience via clear reference to theories, approaches, and communities.

3. Method

Methods or approaches are not sufficiently accounted for.

The contribution explicitly describes appropriate methods and approaches.

Methods or approaches are described and motivated relative the question or problem formulation of the contribution.

4. Findings

The accounts of results and data are  missing or critically insufficient.

Results and data are accounted for in relation to the question or problem formulation.

Results and analyses of data are related to and develop the aim, the question or problem formulation, the methods, as well as the research and proven experience.

5. Discussion and reflection

The results or experiences are not analysed or discussed in relation to the question or problem formulation.

The contribution contains discussion or reflection relative to the question or problem formulation.

Results and experiences are discussed in relation to the question or problem formulation. Critical connections or recommendations for the individual study or project are made on the basis of reflections that also contribute to the broader perspectives and approaches of educational work and higher education.

6. Communication

The contribution fails to argue and communicate in one or several of: audience adaptation, language, structure, or reference handling

The contents of the contribution are well communicated and argued for. It is audience-adapted for accessibility in terms of language as well as structure. The contribution applies the APA style for referencing.

The content is well communicated and audience-adapted for accessibility in terms of language as well as structure. The argumentation is convincing and adapted in order not to exclude relevant groups. The contribution applies the APA style for referencing