Validation of rubric‐based evaluation for bachelor's theses in a food science and technology degree

Abstract

An effective evaluation of a bachelor's thesis (BT) needs the use of valid tools such as rubrics. There are few studies providing a validation of rubrics for these theses and even fewer in the academic field of food science and technology; hence the aim of this study was to validate a rubric for the assessment of relevant competencies in the BT. Ninety‐seven students presented their thesis and 56 teachers participated as members of the committees. The degree of relevance, suitability, and clarity of the rubrics were assessed as well as the relationship between student perception and academic performance and the congruence between the teacher's and students’ evaluations. The content validity index and intraclass correlation coefficient (ICC) were calculated. Students had a moderate level of knowledge about rubrics, but they mostly agreed with the premise that the rubrics are an accurate tool to assess the quality of BTs. Teacher's and student's marks mostly aligned. No significant relationship was found between the positive perception of rubric's validity and the final grades. Regarding clarity, suitability, and relevance as perceived by teachers, the used rubrics were highly valued. The ICC of criteria indicated that the rubrics were valid in the studied terms. Hence, the validation of a food science and technology degree BT assessment system based on a rubric has been achieved. Practical ApplicationThe conclusions drawn from this research could enable teachers at other universities to use this methodology for validating their rubrics for bachelor's theses. Furthermore, they could use this validated rubric to evaluate projects presented at their respective institutions.