IJPE Submission Assessment

Date *

Rater's last name *

Title of Paper *

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1. Audience Orientation

Thesis relevance

Thesis clarity

Cohesiveness of perspective

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Audience Orientation:

0.00

2. Discipline Knowledge

Selection of citations

Depth of disciplinary knowledge

Representation of knowledge

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Discipline Knowledge:

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3. Analytical Quality/Critical Thinking

Logic of development

Validity of evidence

Application of knowledge

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Quality/Critical Thinking:

0.00

4. Synthetic Quality

Interpretation of evidence

Connection to thesis

Quality of insights/conclusions

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Synthetic Quality:

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5. Use of Language

Grammar/mechanics

Use of structure (e.g., paragraphs)

Rhetorical eloquence

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Use of Language:

0.00

What is your recommendation? *

1. “Fit” to the scope of the IJPE
a.	How does this author(s) add value to PE theory and/or practice? To education in general?
b.	What level of expertise, experience, or motivation is expected of readers?
c.	How well can the article be read and understood by someone unfamiliar with PE?
d.	Does the article include specific PE concepts? Or What specific PE concepts does the article include?
e.	Are the contents of this article new to the IJPE journal?

2. Contribution to Process Education Scholarship
a.	What are the strengths of the scholarship overall?
b.	How well is the article likely to stimulate analysis of PE theory, practice, or future research?

3. Creativity of Insights: Theory, Applications, Illustrations

a.

What are the best examples of original insights presented in this paper? (Consider previous IJPE articles and the FGB to establish a wider frame of reference about the focus of the submission.)

b.

How significant are these insights likely to be to readers with the PE knowledge and application assumed? (Consider categorization of the article as beginning, medium, or expert level.)

c.

If intended to present applications or methods, how well does the author support transfer to “near” and “far” performance contexts? (This can be interpreted both in terms of the practical application and in terms of how the basic approach might be transferred, with adjustments, to novel situations or contexts.)

d.

Transfer contexts to consider:

i.	EXEMPLARS…Direction of attention to key areas of knowledge or practice
ii.	EXAMPLES/CASES…Provision of varied illustrations to connect readers to likely contexts
iii.	FACILITATION…Insights and practical guidance provided for implementation challenges raised by the knowledge, activities, methodologies, or strategies described

4. Scholarship and Research Quality

a.

What assumptions of the author(s) are important to the validity of the knowledge presented?

i.	EXPLICIT…Specification of assumptions
ii.	IMPLICIT…Unstated assumptions that the author(s) may not have articulated well enough for readers.

b.

Are the conclusions reached sound and do they follow from the data and analysis in the paper?

c.

Are statements and conclusions supported or corroborated by cited empirical research evidence?

d.

What questions arise about completeness or relevance of the cited references?

e.

Does the article include citations to previously published PE articles?

f.

How well does the author predict questions or issues a skeptic would ask?

i.	CRITERIA…Establishes how presented knowledge can be evaluated
ii.	QUESTIONS…Predicts and responds to what skeptics may ask about

5. Assessment of the internal and external consistency of the document

a.

Is the presentation clear, using appropriate and well-defined terminology, paying attention to detail, and self-contained and well integrated?

b.

How well does the author(s) manage citations and other references to theory and practice external to published PE materials?

c.

Is the organization consistently managed with appropriate headings?

i.	TITLE…Succinctly but clearly communicates what readers can expect and resources included in the paper
ii.	BODY…Presents relevant theory, arguments, literature, tools, exemplars...
iii.	CONCLUSION…Main insights summarized and implications proposed for professional or scholarly development

6. How well does the grammar and style of the writing meet the quality standards of the PE Writing Rubric?
a.	What are the highs and lows indicated after completing the Writing Rubric (the portion of the form above with the slider selectors)
b.	What are the top assessment issues suggested from the results of the Writing Rubric ratings?

Strengths (including why):

Areas for Improvement (including how):

Insights (including significance):

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