The reliability and sources of error of using rubrics-based assessment for student projects

Menéndez-Varela, José-Luis; Gregori-Giralt, Eva

doi:10.1080/02602938.2017.1360838

Cited by 15 publications

(9 citation statements)

References 37 publications

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“…Hence, criteria and standards should be integral parts of the OBE course and implementation. Doing this will ensure that teacher assessment practices, particularly their decision making concerning students' achievement of the learning outcomes, are more valid, reliable and trustworthy (Griffin, 2007;Menéndez-Varela & Gregori-Giralt, 2018). Thirdly, there is also a need to assess teachers' skills in ensuring coherence among learning, teaching and assessment activities.…”

Section: Discussionmentioning

confidence: 99%

“…Hafner and Hafner (2003) stress that when assessment criteria and standards are available, students can better engage in self-assessment to identify their strengths and weaknesses. In addition, they can engage in peer assessment and give accurate feedback to their peers (Menéndez-Varela & Gregori-Giralt, 2018). In other words, the use of criteria and standards provide tools for students to engage in assessment effectively.…”

Section: Alignment Between Teachers' Assessment Practices and …mentioning

confidence: 99%

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Alignment between Teachers’ Assessment Practices and Principles of Outcomes-Based Education in the Context of Philippine Education Reform

Alonzo¹,

Bejano²,

Labad³

2023

INT J INSTRUCTION

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Section: Discussionmentioning

confidence: 99%

Section: Alignment Between Teachers' Assessment Practices and …mentioning

confidence: 99%

Alignment between Teachers’ Assessment Practices and Principles of Outcomes-Based Education in the Context of Philippine Education Reform

Alonzo¹,

Bejano²,

Labad³

2023

INT J INSTRUCTION

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show abstract

“…Data collected from the interview and the literature review revealed that, application and implementation of the Total Quality Management (TQM) approach facilitate the changes in the academic leadership, people management, policy and strategy and also ensures the significant impact on the assessment and verification [42], [43]. It was established from the respondent's responses that, majority participants agreed and argued that internal verification being the prime component in the quality assurance process and thus requires greater attention.…”

Section: Resultsmentioning

confidence: 99%

Assessment and verification: A higher education perspective

Munna

2021

EduLearn

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The term Assessment and Verification is an integral part of the student achievement and considered as a fundamental function of higher education. Assessment and verification confirm and assures the academic integrity and standard which has a vital impact on student behaviour, colleagues’ involvements, the university reputation and finally the student’s future lives. The research aimed to explore various academic and industry-based literatures to analyse the importance of assessment and verification and to identify areas to ensure reliability in assessment by testing skills and knowledge. The research used experimental research methods (primarily reflection) using literary forms to analyse the theory with the reinforcement of the practice from the university experiences. It also has collected data using semi-structured interview from mutually agreed department colleagues from five different higher educational institutes consists of three universities and two alternative providers based in London, United Kingdom. The result showed that assessment in higher educational institutes have not kept pace with the changes and no longer justify the outcomes we expect from a university education in relation to wide-ranging knowledge, skills, and employability. The research findings enable the educators to help create and implement an inclusive teaching and learning environment to improve the learner’s expectation and academic performance.

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“…We also found moderately significant correlation between tutors’ PBL experiences and their mean ratings. Previous studies showed that there may be differences in assessment based on tutor experiences [31]. Other factors affecting the assessment of professional skills in PBL included lack of effective interaction, lack of thoroughness, failure to confront students, lack of effort to find solutions, lack of motivation [20].…”

Section: Discussionmentioning

confidence: 99%

Tutor assessment of PBL process: does tutor variability affect objectivity and reliability?

Ezenwaka

Singh

et al. 2019

BMC Med Educ

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Background Ensuring objectivity and maintaining reliability are necessary in order to consider any form of assessment valid. Evaluation of students in Problem-Based Learning (PBL) tutorials by the tutors has drawn the attention of critiques citing many challenges and limitations. The aim of this study was to determine the extent of tutor variability in assessing the PBL process in the Faculty of Medical Sciences, The University of the West Indies, St Augustine Campus, Trinidad and Tobago. Method All 181 students of year 3 MBBS were assigned randomly to 14 PBL groups. Out of 18 tutors, 12 had an opportunity to assess three groups: one assessed 2 groups and 4 tutors assessed one group each; at the end each group had been assessed three times by different tutors. The tutors used a PBL assessment rating scale of 12 different criteria on a six-point scale to assess each PBL Group. To test the stated hypotheses, independent t-test, one-way ANOVA followed by post-hoc Bonferroni test, Intra Class Correlation, and Pearson product moment correlations were performed. Result The analysis revealed significant differences between the highest- and lowest-rated groups (t-ratio = 12.64; p < 0.05) and between the most lenient and most stringent raters (t-ratio = 27.96; p < 0.05). ANOVA and post-hoc analysis for highest and lowest rated groups revealed that lenient- and stringent-raters significantly contribute ( p < 0.01) in diluting the score in their respective category. The intra class correlations (ICC) among rating of different tutors for different groups showed low agreement among various ratings except three groups (Groups 6, 8 and 13) ( r = 0.40). The correlation between tutors’ PBL experiences and their mean ratings was found to be moderately significant ( r = 0.52; p > 0.05). Conclusion Leniency and stringency factors amongst raters affect objectivity and reliability to a great extent as is evident from the present study. Thus, more rigorous training in the areas of principles of assessment for the tutors are recommended. Moreover, putting that knowledge into practice to overcome the leniency and stringency factors is essential.

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The reliability and sources of error of using rubrics-based assessment for student projects

Cited by 15 publications

References 37 publications

Alignment between Teachers’ Assessment Practices and Principles of Outcomes-Based Education in the Context of Philippine Education Reform

Alignment between Teachers’ Assessment Practices and Principles of Outcomes-Based Education in the Context of Philippine Education Reform

Assessment and verification: A higher education perspective

Tutor assessment of PBL process: does tutor variability affect objectivity and reliability?

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