ArticleCBE life sciences education2018
The Graph Rubric: Development of a Teaching, Learning, and Research Tool.
Article in CBE life sciences education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed.
- The Conclusion Assessment Rubric (CAR): A Tool to Evaluate Students' Ability to Make Context-Driven Claims with Appropriate Scope from Experimental Biological Evidence.CBE life sciences education · 2026Article
- Revealing undergraduate biology students' conception of variability and error bars within graphing.PloS one · 2026Article
- Unveiling Undergraduate Research: Employing Ecological Momentary Assessment to Characterize and Compare Undergraduate Research Experiences.CBE life sciences education · 2025Article
- The graph construction competency model for biology (GCCM-Bio): A framework for instruction and assessment of graph construction.Bioscience · 2025Article
- Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation.CBE life sciences education · 2024Article
- Here Is the Biology, Now What is the Mechanism? Investigating Biology Undergraduates' Mechanistic Reasoning within the Context of Biofilm Development.Journal of microbiology & biology education · 2023Article
- Using the Intended-Enacted-Experienced Curriculum Model to Map theCBE life sciences education · 2022Article
- Detailed bugs or bugging details? The influence of perceptual richness across elementary school years.Journal of experimental child psychology · 2022Article
- Successful Problem Solving in Genetics Varies Based on Question Content.CBE life sciences education · 2021Article
- Representing Variability: The Case of Life Cycle Diagrams.CBE life sciences education · 2020Article
- The Academic Career Readiness Assessment: Clarifying Hiring and Training Expectations for Future Biomedical Life Sciences Faculty.CBE life sciences education · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
As undergraduate biology curricula increasingly aim to provide students with access to courses and experiences that engage them in the practices of science, tools are needed for instruction, evaluation, and research around student learning. One of the important skills for undergraduate biology students to master is the selection and creation of appropriate graphs to summarize data they acquire through investigations in their course work and research experiences. Graphing is a complex skill, and there are few, discipline-informed tools available for instructors, students, and researchers to use. Here, we describe the development of a graph rubric informed by literature from the learning sciences, statistics, representations literature, and feedback and use of the rubric by a variety of users. The result is an evidence-based, analytic rubric that consists of categories essential for graph choice and construction: graph mechanics, graph communication, and graph choice. Each category of the rubric can be evaluated at three levels of achievement. Our analysis demonstrates the potential for the rubric to provide formative feedback to students and allow instructors to gauge and guide learning and instruction. We further discuss and identify potentially interesting research targets for science education researchers.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.