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1.
Several benefits of using scoring rubrics in performance assessments have been proposed, such as increased consistency of scoring, the possibility to facilitate valid judgment of complex competencies, and promotion of learning. This paper investigates whether evidence for these claims can be found in the research literature. Several databases were searched for empirical research on rubrics, resulting in a total of 75 studies relevant for this review. Conclusions are that: (1) the reliable scoring of performance assessments can be enhanced by the use of rubrics, especially if they are analytic, topic-specific, and complemented with exemplars and/or rater training; (2) rubrics do not facilitate valid judgment of performance assessments per se. However, valid assessment could be facilitated by using a more comprehensive framework of validity when validating the rubric; (3) rubrics seem to have the potential of promoting learning and/or improve instruction. The main reason for this potential lies in the fact that rubrics make expectations and criteria explicit, which also facilitates feedback and self-assessment.  相似文献   

2.
The instructional value of rubrics for promoting student learning and aiding teacher feedback to student performance has been extensively researched in th educational literature. There is, nonetheless, a dearth of studies on students’ rubric use in second/foreign language contexts, and fewer studies have investigated the factors affecting rubrics’ effectiveness for promoting student learning. The paper reports a classroom-based inquiry into students’ perceptions of rubric use in self-assessment in English as a Foreign Language context and the factors moderating its effectiveness. Eighty students at a Chinese university participated in the study. The data collected included their reflective journals and six case study informants’ retrospective interviews. Results showed that the rubric was perceived as useful for fostering the students’ self-regulation by guiding them through the stages of goal-setting, planning, self-monitoring and self-reflection. Both within-rubric and rubric-user factors were identified as affecting the rubric’s effectiveness in student self-assessment. The findings are discussed with reference to the design features of rubrics. Implications are drawn for formative rubric use in student self-assessment.  相似文献   

3.
The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, procedure, and findings, were compared among the different studies in relation to effects on student performance and selfregulation. Findings indicate that rubrics may have the potential to influence students learning positively, but also that there are several different ways for the use of rubrics to mediate improved performance and self-regulation. There are a number of factors identified that may moderate the effects of using rubrics formatively, as well as factors that need further investigation.  相似文献   

4.
Abstract

The use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions.  相似文献   

5.
This experimental project investigated the reliability and validity of rubrics in assessment of students’ written responses to a social science “writing prompt”. The participants were asked to grade one of the two samples of writing assuming it was written by a graduate student. In fact both samples were prepared by the authors. The first sample was well written in terms of sentence structure, spelling, grammar, and punctuation; however, the author did not fully answer the question. The second sample fully answered each part of the question, but included multiple errors in structure, spelling, grammar and punctuation. In the first experiment, the first sample was assessed by participants once without a rubric and once with a rubric. In the second experiment, the second sample was assessed by participants once without a rubric and once with a rubric. The results showed that raters were significantly influenced by mechanical characteristics of students’ writing rather than the content even when they used a rubric. Study results also indicated that using rubrics may not improve the reliability or validity of assessment if raters are not well trained on how to design and employ them effectively.  相似文献   

6.
‘Rubric’ is a term with a variety of meanings. As the use of rubrics has increased both in research and practice, the term has come to represent divergent practices. These range from secret scoring sheets held by teachers to holistic student-developed articulations of quality. Rubrics are evaluated, mandated, embraced and resisted based on often imprecise and inconsistent understandings of the term. This paper provides a synthesis of the diversity of rubrics, and a framework for researchers and practitioners to be clearer about what they mean when they say ‘rubric’. Fourteen design elements or decision points are identified that make one rubric different from another. This framework subsumes previous attempts to categorise rubrics, and should provide more precision to rubric discussions and debate, as well as supporting more replicable research and practice.  相似文献   

7.
This study considered middle school mathematics teachers’ use of rubrics to score non‐traditional tasks. A group of eighth‐grade teachers attended a two‐day workshop where they evaluated assessment tasks and discussed the use an associated scoring rubric. Scored samples of student work submitted by the teachers indicated that they had difficulty using the rubrics for scoring. When compared to expert ratings, all except one teacher had discrepancies in scoring and some discrepancies indicated major problems. These discrepancies appear to be related to whether the task contained familiar or unfamiliar content and the mix of procedure and explanation the task required. Several other factors related to discrepancies, such as leniency errors, teacher knowledge, and the halo effect are also discussed. With the expanded use of rubrics in many arenas, these results show the need for more professional development related to rubric use.  相似文献   

8.
Rubrics are increasingly used as tools to evaluate student work. This study examined BSW students' perceptions of the benefits and challenges of using rubrics. Pre- and posttest questionnaires were administered to 35 students in two sections of a diversity course. Students judged the use of rubrics favorably. Rubrics communicated the instructors' expectations, clarified how to write course assignments, explained grade and point deductions and, in general, made course expectations clearer. Students suggested that the rubric design should be self-explanatory and easy to follow. If carefully developed, rubrics may be a useful tool for advancing student learning in social work programs.  相似文献   

9.
《Africa Education Review》2013,10(3):415-428
ABSTRACT

The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers’ usage of rubrics is limited. This article explores the lecturers’ perceptions of rubrics, in particular, its use and design, the role it can play in informing one's teaching practice and in curriculum review and development. The data shows that many lecturers use the rubric in a very mechanical and unconscious manner and view it mostly as a grading tool with limited instructional value. While acknowledging the rubric as a reflective tool for students, lecturers do not perceive it as having the same benefits for them. The findings, therefore suggest more conversations around the role that rubrics can play in informing one's teaching practice and course design. It also suggests further research into this area.  相似文献   

10.
Providing quality feedback that is both positive and effective while maintaining the required student grade confidentiality is a conundrum for faculty. This issue is particularly complex for faculty teaching studio courses (e.g. fashion design) with performance or creativity components where feedback has traditionally been given publicly as desktop reviews in the open studio. The difficulty of giving feedback in the studio‐style classroom is compounded when teaching millennial college students who tend to reject any criticism, public or otherwise, of their work. Previous research on assessment, rubrics and feedback as well as personal experience with studio classes provide background to this evidenced‐based study comparing three feedback and delivery methods: abbreviated rubric, extensive rubric and one‐to‐one meetings (e.g. dialogical assessment) guided by a project list. Grade consistency and ranking of grades were evaluated. Studio projects from a fashion design course were graded across two semesters using the multiple methods. Comparisons were made based on: (a) student reaction, (b) quality of rework and (c) time to grade. The outcomes showed that the one‐to‐one meetings as a feedback and delivery method of assessment had several benefits over two other methods, including added student engagement and improvement of rework.  相似文献   

11.
Marking-criteria rubrics are commonly used to judge the quality of student work, but few students receive instruction to effectively use and apply rubrics. This study investigates an intervention designed to encourage effective utilisation of rubrics. The study, completed over two years (2011: n?=?189 respondents; 2012: n?=?464 respondents) in a large first-year course, explored how five instructional activities, used formatively and sequentially impacted student learning. This intervention comprised: (1) deconstruction of the rubric and standardising the marking method; (2) examples and exemplars; (3) peer review; (4) self-review; and (5) a reflective diary. Results showed an increase in student confidence with marking criteria and assessment (89% in 2011) and a statistically significant improvement in marks. Most students (77% in 2011 and 90% in 2012) rated each intervention as useful. Student feedback indicated that substantial changes occurred between initial drafts and final submission, which resulted in improvements in student performance scores.  相似文献   

12.
The objective of this study was to compare the effects of situations in which self-assessment was conducted using rubrics and situations in which no specific self-assessment tool was used. Two hundred and eighteen third-year pre-service teachers were assigned to either non-rubric or rubric self-assessment for designing a conceptual map. They then assessed their own maps. The dependent variables were self-regulation measured through a questionnaire and an open question on learning strategies use, performance based on an expert-assigned score, accuracy comparing self-scores with the expert’s scores and task stress using one self-reported item. The results showed that the rubric group reported higher learning strategies use, performance and accuracy. However, the rubric group also reported more problems coping with stress and higher performance/avoidance self-regulation that was detrimental to learning.  相似文献   

13.
Construct validity of peer assessment (PA) is important for PA application, yet difficult to achieve. The present study investigated the impact of an assessment rubric and friendship between the assessor and assessee on construct validity of PA. Two-hundred nine bachelor students participated: half of them assessed a peer's concept map with a rubric whereas the other half did not use a rubric. The results revealed a substantial reliability and construct validity for PA. All students over-score their peers’ performance, but students using a rubric were more valid. Moreover, when using a rubric a high level of friendship between assessor and assessee resulted in more over-scoring. Use of a rubric resulted in higher quality concept maps for peer and expert ratings.  相似文献   

14.
‘Motivation’ is a significant concept for teachers and students during programmes of learning which lead explicitly to high stakes assessments and examinations. This systematic literature review surveys current research evidence to find out how secondary school teachers use motivational strategies specifically in respect of student academic assessment and performance. Six research studies were identified describing the behaviours secondary school teachers engaged in to improve student performance in assessment. Taken together, the studies presented show the importance of teacher behaviours to students’ academic performance, with both positive and negative impacts. The review highlights a need for further research on teacher knowledge of the effects of teacher behaviour upon the motivation of students. The review recommends collaboration between teachers and students specific to the context of learning programmes that lead to high-stakes assessments, in order to provide a locally sensitive knowledge base for teachers’ practice.  相似文献   

15.
Automated summary evaluation is proposed as an alternative to rubrics and multiple-choice tests in knowledge assessment. Inbuilt rubric is a recent Latent Semantic Analysis (LSA) method that implements rubrics in an artificially-generated semantic space. It was compared with classical LSA’s cosine-based methods assessing knowledge in a within-subjects design regarding two validation sources: a comparison with the results of rubric scores and multiple-choice tests, and the sensitivity of predicting the academic level of the test-taker. Results showed a higher reliability for inbuilt rubric (from Pearson correlation coefficient .81 to .49) over the classical LSA method (from .61 to .34), and a higher sensitivity using binary logistic regressions and effect sizes to predict academic level. It is concluded that inbuilt rubric has a qualitatively higher reliability and validity than classical LSA methods in a way that is complementary to models based on semantic networks. Thus, it is concluded that new automated summary evaluation approaches such as the inbuilt rubric method can be practical in terms of reliability and efficiency, and, thus, they can offer an affordable and valuable form of knowledge assessment in different educational levels.  相似文献   

16.
Abstract

A modified essay is an open-ended question about clinical presentations, with the goal to test application of basic science principles to novel scenarios. Due to high reliability and validity, multiple-choice question (MCQ) examinations are more commonly used. We have employed a combination of MCQ and modified essay examinations in medical school. The correlation between MCQ and modified essay grades is positive but small, suggesting they may be testing different cognitive levels/skills. In this paper, we evaluate the impact of a non-graded mock modified essay on student’s performance and satisfaction, and outline our best practices. We have found that it is important to involve faculty from multiple disciplines to construct robust cases, and to review examinations and rubrics. The mock modified essay resulted in higher performance and student satisfaction, and fewer students’ comments related to subjectivity, frustration and anxiety. Yet, there was not an improvement in confidence. Moreover, there was no correlation between grades in the mock and graded modified essays, suggesting that the mock modified essay may not be useful to predict academic performance. Yet, the incorporation of a mock modified essay was useful to clarify expectations and provide guidance, potentially reducing the anxiety induced by an unfamiliar assessment.  相似文献   

17.
This paper forms part of an exploration of assessment on one part‐time higher education (HE) course: an in‐service, professional qualification for teachers and trainers in the learning and skills sector which is delivered on a franchise basis across a network of further education colleges in the north of England. This paper proposes that the validity and reliability of portfolio‐based assessment, a key component of many HE programmes in addition to the course being researched here, is contestable. Analysis of the processes of compiling portfolios for assessment, through the conceptual framework of the New Literacy Studies, suggests that the ways in which portfolios are assessed and the ways in which the crucial requisites of validity and reliability are assigned to them, mask complexities and contradictions in their creation by the student. This paper argues for a new, critical analysis of portfolio production and raises a number of questions about the validity, reliability and authenticity of the assessment process that the portfolios reify.  相似文献   

18.
This study tests the use of computer‐assisted grading rubrics compared to other grading methods with respect to the efficiency and effectiveness of different grading processes for subjective assignments. The test was performed on a large Introduction to Business course. The students in this course were randomly assigned to four treatment groups based on the grading method. Efficiency was measured by the professor's time to grade the assignments; effectiveness was measured by a student satisfaction survey. Results suggest that the computer‐assisted grading rubrics were almost 200% faster than traditional hand grading without rubrics, more than 300% faster than hand grading with rubrics, and nearly 350% faster than typing the feedback into a Learning Content Management System. Results also seemed to indicate that the use of a computer‐assisted grading rubric did not negatively affect student attitudes concerning the helpfulness of their feedback, their satisfaction with the speed with which they received their feedback, or their satisfaction with the method by which they received feedback.  相似文献   

19.
Standards-based assessment rubrics are recognised as an important tool for ensuring clear criteria in higher education. Most of the available evidence on rubrics comes from studies with face-to-face undergraduate students. Our study evaluated the introduction of rubrics into a postgraduate subject that included both online and face-to-face students. We conducted formative evaluation with former students to develop the rubrics, as well as surveying current students for process and impact evaluation, supplemented with a focus group. Process results showed that the rubrics were used widely and were generally considered to be of at least some use. Clarity of the rubrics was the main issue affecting perceived usefulness, particularly for the assessment tasks that had undergone comparatively less formative evaluation. Impact evaluation showed mixed results, with students that reported always using rubrics having higher marks on average compared to students who did not always use the rubrics. However, an expected improvement in marks across the whole student cohort compared to previous years did not eventuate, although this could be explained by a number of factors independent of the rubrics. Our results provide some evidence for the use of rubrics in postgraduate and online settings but highlight the need for rigorous formative evaluation.  相似文献   

20.
Rubrics have attained considerable importance in the authentic and sustainable assessment paradigm; nevertheless, few studies have examined their contribution to validity, especially outside the domain of educational studies. This empirical study used a quantitative approach to analyse the validity of a rubrics-based performance assessment. Raters evaluated the performance of 84 first-year university students producing service-learning projects for the Conservation–Restoration and Design degrees. The study data comprised the 9240 scores given by two teachers and three student tutors, who assessed the students’ projects on three occasions during the semester. Factor analyses confirmed that the students attained the expected learning outcomes and made significant learning progress. This learning progress was also corroborated by analyses of variance. The attainment of the learning goals and the evidence of learning progress demonstrated the validity of the inferences drawn from the assessment system. In addition, the results highlighted the need to consider rubrics as a first-order teaching resource and not only as a scoring tool.  相似文献   

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