Validation of Rubric Evaluation for Programming Education

Saito, Daisuke; Yajima, Risei; Washizaki, Hironori; Fukazawa, Yoshiaki

doi:10.3390/educsci11100656

Cited by 8 publications

(4 citation statements)

References 16 publications

(30 reference statements)

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“…Reliability refers to the consistency of scores given by different assessors or the same assessor on different occasions. If a rubric is reliable, it should produce similar results when used by different assessors to evaluate the same work or when used by the same assessor to evaluate the same work at different times [24,25]. One common method of assessing reliability is through inter-rater reliability, which refers to the degree of agreement between different raters or judges when scoring a given assessment.…”

Section: Rubric Validity and Reabilitymentioning

confidence: 99%

The Use of Scoring Rubrics in University

Hadibarata,

Hidayat,

Kwabena

2024

Acta Pedagogia Asia

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This study examines the application of scoring rubrics as an evaluative instrument in higher education environments. Specifically, it explores the advantages, validity, and reliability associated with their use. Scoring rubrics provide a systematic and unbiased methodology for assessing various academic assignments, assisting educators in delivering constructive feedback and promoting student development. The study delves into the benefits associated with the utilization of rubrics, which encompass improved levels of transparency, uniformity, and fairness in the grading process. Furthermore, it investigates the validity and reliability of rubrics, ensuring the precision and consistency of evaluation outcomes. Moreover, this study explores the utilization of holistic and analytic rubrics within Malaysian universities, providing an analysis of their individual applications and advantages in the evaluation procedure. In the pursuit of improving assessment methods, institutions are increasingly recognizing the significance of including scoring rubrics as a valuable instrument to facilitate high-quality education and foster student achievement.

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Section: Rubric Validity and Reabilitymentioning

confidence: 99%

The Use of Scoring Rubrics in University

Hadibarata,

Hidayat,

Kwabena

2024

Acta Pedagogia Asia

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“…In other studies, Saito et al. (2021) proposed the Goal Question Metric (GQM) method to evaluate the characteristics of a rubric to assess programing‐thinking skills, confirming the generality of these traits, and the consistency and the validity of the GQM method. Sánchez‐Ramírez et al.…”

Section: Introductionmentioning

confidence: 98%

“…The authors concluded that the rubric had a validity of content and construct, as well as reliability for the studied group. In other studies, Saito et al (2021) proposed the Goal Question Metric (GQM) method to evaluate the characteristics of a rubric to assess programing-thinking skills, confirming the generality of these traits, and the consistency and the validity of the GQM method. Sánchez-Ramírez et al ( 2022) designed and validated a rubric to evaluate competencies for employability.…”

Section: Introductionmentioning

confidence: 99%

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

Andrés,

Timón,

Morillo

et al. 2024

Journal of Food Science

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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.

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“…Este método de evaluación requiere un diseño que puede llevar mucho tiempo, pero es el que presenta mejores resultados para conocer el estado actual de los estudiantes. Algunos trabajos presentados son: Cateté, Snider y Barnes (2016), Lakas y Belkacem (2021), Saito et al (2021), Wei, Saab y Admiraal (2021), en otros trabajos han usado rúbricas evaluativas (Mustapha et al, 2016), rúbricas basadas en realimentación (Allen y Tanner,…”

Section: Introductionunclassified

Rúbrica basada en competencias de aprendizaje en un curso CS1 para evaluar actividades de programación CSCL

2023

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Los cursos programación (CS1) tienen la tasa de mortalidad académica más alta, esto se refleja en las bajas calificaciones de los estudiantes, lo que indica que no alcancen las competencias académicas. Buscando nuevas formas de mejorar el aprendizaje de los estudiantes del curso CS1, este artículo propone una rúbrica analítica basada en competencias académicas para actividades de programación colaborativa respaldada por una herramienta de evaluación automática de código fuente que permita mejorar las calificaciones y alcanzar las competencias propuestas en el curso. Se diseñó una rúbrica con 16 criterios de evaluación que se dividieron en tres actividades que fueron presentadas por un grupo experimental (GE) de 18 estudiantes y un grupo de control (GC) de 24 estudiantes. En el GE se usó la colaboración entre estudiantes, mientras que en el GC los estudiantes trabajan de manera individual. Luego de finalizar las actividades, usando una rúbrica, se evaluaron las entregas de cada estudiante para identificar si logra los resultados de aprendizaje esperados por el curso. Los resultados demuestran que el uso de la colaboración mejora la adquisición de las competencias de aprendizaje en un 17 % más que si lo hacen de manera individual. Además, se destacan otras habilidades sociales asociadas a la colaboración, como amistad, motivación y entendimiento grupal. El desarrollo de estrategias que permita evaluar las competencias, no solo indica que el estudiante logra adquirir una habilidad, sino que también permite al estudiante identificar sus falencias en las tareas de programación.

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Validation of Rubric Evaluation for Programming Education

Cited by 8 publications

References 16 publications

The Use of Scoring Rubrics in University

The Use of Scoring Rubrics in University

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

Rúbrica basada en competencias de aprendizaje en un curso CS1 para evaluar actividades de programación CSCL

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