Review Criteria
--- Proposals reviewed/confirmed March 2011 ---
Depending on the format and type of research report the proposals will be reviewed by at least two referees according to the following criteria:
EMPIRICAL paper
- Relevance to EARLI domain of Learning and Instruction
- Significance for theory, policy and practice
- Theoretical framework, conceptual rationale or pragmatic grounding
- Research method and design (research questions, context, participants, data sources, sampling, procedure, ethical issues)
- Clarity of results or preliminary results and conclusions
- Overall quality and scientific originality
Theoretical paper
- Relevance to EARLI domain of Learning and Instruction
- Significance for theoretical debate
- Theoretical framework, conceptual rationale or pragmatic grounding
- Embeddedness in relevant literature
- Clarity and robustness of theoretical argument
- Overall quality and scientific originality
POSTER (EMPIRICAL)
- Relevance to EARLI domain of Learning and Instruction
- Significance for theory, policy and practice
- Theoretical framework, conceptual rationale or pragmatic grounding
- Research method and design (research questions, context, participants, data sources, sampling, procedure, ethical issues)
- Preliminary data analysis or anticipated results
- Overall quality and scientific originality
POSTER (Theoretical)
- Relevance to EARLI domain of Learning and Instruction
- Significance for theoretical debate
- Theoretical framework, conceptual rationale or pragmatic grounding
- Embeddedness in relevant literature
- Clarity and robustness of theoretical argument
- Overall quality and scientific originality
Symposium as a whole
- Relevance to EARLI domain of Learning and Instruction
- Significance for theory, practice and policy
- Theoretical perspective, conceptual rationale or pragmatic grounding
- Organisation and internal logic of the whole symposium
- Overall quality and scientific originality
Each paper in a symposium will also be reviewed as an individual paper using the criteria outlined above for papers.
ROUND TABLE
- Relevance to EARLI domain of Learning and Instruction
- Significance for theory, policy and practice
- Theoretical framework, conceptual rationale or pragmatic grounding
- Research method and design (research questions, context, participants, data sources, sampling, procedure, ethical issues)
- Clarity of issue at stake
- Overall quality and scientific originality
PANEL DISCUSSION AS A WHOLE
- Relevance to EARLI domain of Learning and Instruction
- Significance for theory, practice and policy
- Theoretical perspective, conceptual rationale or pragmatic grounding
- Overall quality and scientific originality
PANEL PAPERS
- Relevance to EARLI domain of Learning and Instruction
- Embeddedness in relevant literature
- Clarity of position taken by panelists
- Variety of positions taken by panelists
- Clarity of arguments for positions
- Overall quality and scientific originality
ICT DEMONSTRATION
- Relevance to EARLI domain of Learning and Instruction
- Significance for theory, policy and practice
- Theoretical framework, conceptual rationale or pragmatic grounding
- Validation in domain of application (as research method, data collecting, research procedure etc)
- Quality of workshop format (activity based) or demonstration activities
- Overall quality and scientific originality
WORKSHOP
- Relevance to EARLI domain of Learning and Instruction
- Significance for theory, policy and practice
- Theoretical framework, conceptual rationale or pragmatic grounding
- Validation in domain of application (as research method, data collecting, research procedure etc)
- Quality of workshop format (activity based) or demonstration activities
- Overall quality and scientific originality
