Research & Practice in Assessment (RPA)'s Best Scholarly Presentation Award
The journal Research & Practice in Assessment (RPA) announces the Best Scholarly Presentation Award, to be selected at the upcoming 2024 Assessment Institute.
Submission and Selection Information:
- When submitting a proposal for the 2024 Assessment Institute, interested candidates should select the box for consideration in the proposal application. Candidates will need to use the RPA's Best Scholarly Presentation Award Rubric as a guide when completing the extended description in the proposal application (outlining the theoretical foundation; methodology, analysis, and argumentation; conclusions; and potential impact).
- Finalists for the award will be selected and notified based on their proposal submission materials.
- The award winner will be selected after an RPA representative has attended each finalist presentation at the Assessment Institute.
- The winner will have a guaranteed place in an upcoming issue of RPA (manuscript still subject to peer review).
Inquiries:
Please direct inquiries about the award to RPA Editor-in-Chief, Nick Curtis (editor@rpajournal.com).
RPA's Best Scholarly Presentation Award Rubric:
Please click here for a printable version of the RPA's Best Scholarly Presentation Award Rubric.
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Aligned with RPA’s Goal (2) |
Partial Alignment with RPA’s Goal (1) |
Misalignment with RPA’s Goal (0) |
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Theoretical Foundation |
Thorough engagement with relevant, current scholarly literature; key sources are included |
Adequate engagement with relevant scholarly literature; some key sources may be missing; some sources may be dated |
No scholarly context provided |
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Methodology, Analysis, and Argumentation |
Appropriate, sound, and clearly explained methodology, analysis, and/or argumentation |
Applicability and impact are affected by limitations in methodology (such as limited sampling or lack of instrument validation), and/or vaguely described methodology, analysis, or argumentation |
Methodology, analysis, or argumentation are absent |
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Conclusions |
Conclusions clearly flow from research findings and/or argument; are compared with the conclusions of others; include implications for assessment practice |
Conclusions are largely opinions proposing untested theories, models, or approaches |
No clear conclusions |
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Potential Impact |
Likely to transform others’ approaches to assessment; likely to have an enduring, substantive impact on discussion and practice among a wide range of assessment researchers and practitioners |
Interesting; potential to have some impact on others’ approaches to assessment |
Little likelihood of impacting others’ discussion, practice, or approaches to assessment |