Reliability and validity of rubrics for assessment through writing |
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| Authors: | Ali Reza Rezaei Michael Lovorn |
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| Institution: | 1. College of Education, California State University, 6207 E. 6th street, Long Beach, California, 90803, USA;2. Department of Curriculum and Instruction, 230A Graves, The University of Alabama, Tuscaloosa, Alabama 35487, USA;1. University of Toledo College of Pharmacy & Pharmaceutical Sciences, University of Toledo, Toledo, OH;2. Department of Psychiatry & Behavioral Neurosciences, Wayne State University School of Medicine, Detroit, MI;1. Department of English Language and Literature, Kulliyah of Human Sciences, International Islamic University Malaysia, 53100 Gombak, Kuala Lumpur, Malaysia;2. Kulliyyah of Languages and Management, International Islamic University Malaysia, Jalan Gombak, 53100 Kuala Lumpur, Malaysia;3. College of Nursing, Umm Al-Qura University Mecca, Saudi Arabia & Kulliyyah of Dentistry, International Islamic University Malaysia, 25200 Kuantan, Pahang, Malaysia |
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| Abstract: | 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. |
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