Reliability and validity of rubrics for assessment through writing

Rezaei, Ali Reza; Lovorn, Michael

doi:10.1016/j.asw.2010.01.003

Cited by 218 publications

(169 citation statements)

References 36 publications

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“…Jonsson and Svingby (2007) propose that effectiveness of rubrics can be examined based on literature at the time of writing. Despite these on-going issues there is growing confidence about the effectiveness of rubrics (Rezaei and Lovorn 2010) When developing a rubric the lecturer needs to consider the type of assessment being designed eg essay, learning log, discussion board, poster, and whether there is already a marking guide on which to base the rubric. It should be simple to use and the language of the performance indicators should be easily understood by both the lecturers and students (Whittaker, Salend and Duhaney 2001;Wilson and Fairchild 2011).…”

Section: Contributed With Topic and Fellow Studentsmentioning

confidence: 99%

The Rubric: An Assessment Tool to Guide Students and Markers

Cox¹,

Morrison²,

Brathwaite³

2015

HEAd'15. Conference on Higher Education Advances

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Abstract:The changing environment for both students and lecturers dictates the requirement for giving feedback on assessment activities rapidly. In order to close this cycle of learning for the student and facilitate the feed-forward process, the development of rubrics has become an essential part of the workload. The rubric tool needs to have clearly stated performance indicators and criteria so that both student and lecturer have the same expectations of the assessment activity. The rubric must be robust enough to be able to capture the balance of being both an easy tool for marking but also detailed enough to give constructive feedback reflecting the learning outcomes. The rubric development, given its complexity, when constructing this tool, can be time consuming but eventually becomes time saving. Thereby reducing the grading workload effort of the lecturer while maintaining the knowledge gained by the students through the assessment activity.

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Section: Contributed With Topic and Fellow Studentsmentioning

confidence: 99%

The Rubric: An Assessment Tool to Guide Students and Markers

Cox¹,

Morrison²,

Brathwaite³

2015

HEAd'15. Conference on Higher Education Advances

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“…Bir görevin niteliğinin değerlendirilmesi için gerekli olan boyutları barındırır (Rezaei ve Lovorn, 2010). Belirli öğrenme hedeflerine yönelik ölçütleri ve standartları belirtir; her bir kategoriye sayısal bir değer atar (Cyr, Smith, Broyles ve Holt, 2014).…”

Section: Introductionunclassified

Dereceli Puanlama Anahtarı Kullanan Öğrencilerin Başarıları Üzerine Bir İnceleme

Bayraktar¹,

Aslan²

2016

Ana Dili Eğitimi Dergisi

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ÖzBu çalışmanın genel amacı, performans ödevlerini hazırlarken Derecelendirilmiş Puanlama Anahtarı (DPA) kullanan ortaokul öğrencileriyle kullanmayan öğrencilerin başarıları arasında fark olup olmadığını belirlemektir. Çalışma grubu, aynı Türkçe öğretmeninden ders alan ve Türkçe dersindeki akademik başarıları birbirine denk iki 6. sınıf öğrencisinden (n=44) oluşmaktadır. Bu gruplardan birisi rastlantısal atama yoluyla deney grubu (n=22), diğeri ise kontrol grubu (n=22) olarak belirlenmiştir. Araştırmanın verileri öğrencilerin performans ödevlerinden aldıkları puanlardan toplanmıştır. Çalışmanın ilk aşamasında öğrencilerin düzeyine ve Türkçe Öğretimi Programı'nın 6. sınıf kazanımlarına uygun bir performans ödevi hazırlanmıştır. Daha sonra bu ödevin nasıl yapılacağını açıklayan ve her iki gruptaki öğrencilere de verilen ayrıntılı bir yönerge ile alanyazın taraması, uzmanların görüş ve öneriler i doğrultusunda dokuz boyutu olan çözümleyici (analitik) bir DPA hazırlanmıştır. Ayrıntılı yönerge her iki gruba, DPA ise yalnızca deney grubuna verilmiştir. Öğrencilerin hazırladıkları ödevler bu DPA'nın belirlenen dokuz boyutuna göre deneyimli iki Türkçe öğretmeni tarafından değerlendirilmiştir. Shapiro-Wilk testine göre dağılımların normal olduğu belirlenmiş, bu nedenle Pearson korelasyon katsayısı hesaplanmış ve değerlendi riciler arasındaki tutarlılık .77 olarak belirlenmiştir. Bu değer .05 düzeyinde anlamlı olup, aynı zamanda iki puanlayıcı uyumu için yeterli düzeydedir. İki grubun performans ödevlerindeki başarı puanları arasında fark olup olmadığına Mann-Whitney U testi ile bakılmış; sonuçta yalnızca dil ve a nlatım boyutlarında deney grubu öğrencilerinin lehine anlaml ı bir fark olduğu görülmüştür.Anahtar sözcükler: Dereceli puanlama anahtarı, Türkçe dersi, performans ödevi, değerlendirme. A Study on the Achievement of Students who Use Scoring Rubrics AbstractThe general aim of this study is to determine achievement differences between students who use rubrics while preparing their performance homework assignments and those who don't. The study group consisted of forty-four 6 th grade students who were taking the Turkish course from

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“…However, in some cases, rubric application does not result in a satisfactory level of reliability (Rezaei & Lovorn, 2010;Stellmack, Konheim-Kalkstein, Manor, Massey, & Schmitz, 2009). For example, Stellmack et al (2009) developed a rubric to evaluate students' APA-style writing, but found the resulting reliability lower than their expectation.…”

Section: Characteristics Of Quality Rubricsmentioning

confidence: 99%

“…For example, Stellmack et al (2009) developed a rubric to evaluate students' APA-style writing, but found the resulting reliability lower than their expectation. Rezaei and Lovorn (2010) argued that rubrics would not produce good reliability without proper training of users.…”

Section: Characteristics Of Quality Rubricsmentioning

confidence: 99%

Does audience matter? Comparing teachers’ and non-teachers’ application and perception of quality rubrics for evaluating Open Educational Resources

Yuan

Recker

2018

Education Tech Research Dev

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Abstract:While many rubrics have been developed to guide people in evaluating the quality of Open Educational Resources (OER), few studies have empirically investigated how different people apply and perceive such rubrics. This study examines how participants (22 teachers and 22 non-teachers) applied three quality rubrics (comprised of a total of 17 quality indicators) to evaluate 20 OER, and how they perceived the utility of these rubrics. Results showed that both teachers and non-teachers found some indicators more difficult to apply, and displayed different response styles on different indicators. In addition, teachers gave higher overall ratings to OER, but non-teachers' ratings had generally higher agreement values. Regarding rubric perception, both groups perceived these rubrics as useful in helping them find high-quality OER, but differed in their preferences for quality rubrics and indicators.

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Reliability and validity of rubrics for assessment through writing

Cited by 218 publications

References 36 publications

The Rubric: An Assessment Tool to Guide Students and Markers

The Rubric: An Assessment Tool to Guide Students and Markers

Dereceli Puanlama Anahtarı Kullanan Öğrencilerin Başarıları Üzerine Bir İnceleme

Does audience matter? Comparing teachers’ and non-teachers’ application and perception of quality rubrics for evaluating Open Educational Resources

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