Writing Across the Curriculum: Reliability Testing of a Standardized Rubric

Minnich, Margo; Kirkpatrick, Amanda J.; Goodman, Joely T.; Whittaker, Ali; Chapple, Helen Stanton; Schoening, Anne M.; Khanna, Maya M.

doi:10.3928/01484834-20180522-08

Cited by 12 publications

(5 citation statements)

References 10 publications

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“…Two studies examined standardizing writing rubrics to be used in a WAC program. Minnich et al (2018) reported high interrater reliability among faculty using the scholarly writing rubric. Abbott and Shaw (2019) shared their success in creating a hybrid standardized rubric for writing that had common areas of assessment and individualized areas depending on the course's focus.…”

Section: Providing Clear Writing Expectationsmentioning

confidence: 99%

OLJ September 2023 27(3)

Shea,

Rice

2023

OLJ

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Section: Providing Clear Writing Expectationsmentioning

confidence: 99%

OLJ September 2023 27(3)

Shea,

Rice

2023

OLJ

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“…They demonstrated that using a rubric scoring scale is appropriate for assessing the practical competence of students since it may translate qualitative criteria into quantitative forms on a grading scale. Most rubric development and implementation research focus on subjective assessments only (Grainger, 2021;Minnich et al, 2018;Schuller et al, 2019;Stanley et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Objective Assessment in Java Programming Language Using Rubrics

Priyanka¹,

Mehrotra²

2022

JITE:IIP

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Aim/Purpose: This paper focuses on designing and implementing the rubric for objective JAVA programming assessments. An unsupervised learning approach was used to group learners based on their performance in the results obtained from the rubric, reflecting their learning ability. Background: Students' learning outcomes have been evaluated subjectively using a rubric for years. Subjective assessments are simple to construct yet inconsistent and biased to evaluate. Objective assessments are stable, reliable, and easy to conduct. However, they usually lack rubrics. Methodology: In this study, a Top-Down assessment approach is followed, i.e., a rubric focused on the learning outcome of the subject is designed, and the proficiency of learners is judged by their performance in conducting the task given. A JAVA rubric is proposed based on the learning outcomes like syntactical, logical, conceptual, and advanced JAVA skills. A JAVA objective quiz (with multiple correct options) is prepared based on the rubric criteria, comprising five questions per criterion. The examination was conducted for 209 students (100 from the MCA course and 109 from B.Tech. course). The suggested rubric was used to compute the results. K-means clustering was applied to the results to classify the students according to their learning preferences and abilities. Contribution: This work contributes to the field of rubric designing by creating an objective programming assessment and analyzing the learners’ performance using machine learning techniques. It also facilitates a reliable feedback approach offering various possibilities in student learning analytics. Findings: The designed rubric, partial scoring, and cluster analysis of the results help us to provide individual feedback and also, group the students based on their learning skills. Like on average, learners are good at remembering the syntax and concepts, mediocre in logical and critical thinking, and need more practice in code optimization and designing applications. Recommendations for Practitioners: The practical implications of this work include rubric designing for objective assessments and building an informative feedback process. Faculty can use this approach as an alternative assessment measure. They are the strong pillars of e-assessments and virtual learning platforms. Recommendation for Researchers: This research presents a novel approach to rubric-based objective assessments. Thus, it provides a fresh perspective to the researchers promising enough opportunities in the current era of digital education. Impact on Society: In order to accomplish the shared objective of reflective learning, the grading rubric and its accompanying analysis can be utilized by both instructors and students. As an instructional assessment tool, the rubric helps instructors to align their pedagogies with the students’ learning levels and assists students in updating their learning paths based on the informative topic-wise scores generated with the help of the rubric. Future Research: The designed rubric in this study can be extended to other programming languages and subjects. Further, an adaptable weighted rubric can be created to execute a flexible and reflective learning process. In addition, outcome-based learning can be achieved by measuring and analyzing student improvements after rubric evaluation.

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“…14,15,[23][24][25] Although some resulted in decreased grade inflation, 14 high internal consistency ratings, 24 and interrater reliability, 23 the instruments were not readily applicable to DNP students due to the course-specific nature of the rubric, 14,24 criteria that were too broad to distinguish specific skills, 14,25 or the lack of advanced scientific writing skills, such as synthesis and critical appraisal. 23 Roush and Tesoro 26 developed the Doctor of Nursing Practice Project Critical Appraisal Tool (DNP-PCAT) to assess DNP Project quality and rigor. It is a 141-point, 16component instrument with 14 focused on content and 2 pertaining to writing.…”

Section: Rubricsmentioning

confidence: 99%

“…Some focused on scientific writing skills particular to the content and conventions of health science writing. They measured reference use, paraphrasing, direct quotes, and plagiarism 14,15,23-25 . Although some resulted in decreased grade inflation, 14 high internal consistency ratings, 24 and interrater reliability, 23 the instruments were not readily applicable to DNP students due to the course-specific nature of the rubric, 14,24 criteria that were too broad to distinguish specific skills, 14,25 or the lack of advanced scientific writing skills, such as synthesis and critical appraisal 23 …”

Section: Rubricsmentioning

confidence: 99%

Evaluating Scientific Writing Skill in DNP Program Students

Hampton

Chafetz

2020

Nurse Educ

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Background/Problem: Scientific writing skill development interventions in nursing are widely represented in the literature, but the specific skills required are poorly defined and measured.Approach: This study used a cross-sectional, descriptive design to compare scientific writing skill assessment of doctor of nursing practice students' final project reports using 2 rubrics. Outcomes: Of 13 skills, the strongest were: adherence to a standard structure, paraphrasing, and grammar, punctuation, and style. The weakest were: use of primary sources, concise, nonredundant presentation, and critical appraisal. Overall interrater agreement for the general essay writing rubric was 69.6%, and that for the scientific writing rubric was 82.3%. Conclusions: Compared to the essay rubric, the scientific writing rubric was more useful for identifying skill strengths and weaknesses and improved interrater consistency.

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Writing Across the Curriculum: Reliability Testing of a Standardized Rubric

Abstract: Investigators recommend effective faculty orientation for rubric use and future work in developing a rubric to assess reflective writing. [J Nurs Educ. 2018;57(6):366-370.].

Cited by 12 publications

References 10 publications

OLJ September 2023 27(3)

OLJ September 2023 27(3)

Objective Assessment in Java Programming Language Using Rubrics

Evaluating Scientific Writing Skill in DNP Program Students

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