Electronic Rubrics to Assess Competences in ICT Subjects

Aims: this study (Research Article) aimed to investigate the effect of "rubric" as a measure of learning products and process on the health student knowledge and attitude performance. Methods: This study is a semi-experimental design, pre-test- post-test with the control group. A statistical population are khalkhal medical college undergraduate that have chosen computer lessons in 91-90 second semester. Study samples included the two classroom computers in the health disciplines who were randomly assigned to two groups (20 students) and control (20 students). Learning test designed by the researcher (reliability 0.75) and attitude toward test questionnaire (reliability 0.70) was used to collect data. It also to analyzes the methods of descriptive statistics (FREQUENCY, MEAN and SD) and was used to evaluate the research hypotheses, T-TEST, MANOVA. Results: the findings indicated that learning and attitude scores of students in the experimental group was significantly increased compared with control group p <0.05, f2, 35 = 43.98 Conclusion: The results derived from this study indicated that students who had been trained by "rubric" had better learn. Interviews and field observations have been attributed mainly due to the tangibility of the rubric assignments, transparent evaluation criteria and the rubric guidelines role.

Journal of Engineering Education Transformations, 2020

A rubric is an assessment tool that explicitly articulates the specific components and expectations for an assignment by listing criteria. It is important to include clear as well as concise descriptions of each criterion and level of performance when writing a rubric. The criteria are also needed to align with the assignment objectives. This study aims to see the effectiveness of using a rubric in e-learning assessments in vocational education using descriptive research with a cross-sectional approach. We conducted a limited survey of lecturers regarding the effectiveness of using rubrics in e-learning. Lecturers who were the sample of this study decided using a purposive sample. In capturing data, we used a research instrument in the form of a questionnaire using a Likert scale. The research results showed that there are many benefits of rubrics for both instructors and students. Using rubrics establishes clear expectations for students, saves instructors time in grading, and aids in grading consistency among teaching assistants. Rubrics allow for quick and detailed feedback and provide data to refine teaching methods based on results. Rubrics also help students to understand the requirements and expectations better, focus on required elements, see how assignments align with learning objectives and improve their work based on the instructor's feedback.

Journal of Educational Computing Research, 2015

This article presents a study with a twofold research aim: (a) to ascertain university students’ perceptions on two combined assessment tools (e-portfolios and formative rubrics) and (b) to identify if among students there were differing perceptions on the use of e-portfolios, and what factors favored acceptance of these. The data gathering method was a questionnaire administered to 247 students on the Education Degree at the University of Barcelona. Regarding our first aim, it was confirmed that although the portfolio and rubrics were used in combination, students viewed each of them independently. Regarding the second aim, we identified four groups and a range of factors that may explain the varying perceptions of the portfolios and rubrics. Favorable factors were, in first place, greater teacher experience in using the digital portfolios; second, continuous technical support for their use; third, their having greater weight in assessment; and fourth, smaller class sizes.

Journal of Risk and Financial Management

Moving towards online learning during the coronavirus pandemic presented challenges, such as identifying assessments for learning. Assessments for learning involve using assessments as part of the learning process. Alternative assessments, as opposed to traditional assessments, are favoured for promoting for learning. These assessments include peer assessments and using criteria-referenced tools such as a rubric. Online learning environments often favour automated grading tools such as multiple choice. However, essay-type probing questions help students adopt a deep learning approach. Peer assessments and rubrics can help with grading essay-type questions. However, while the benefits of rubrics and peer assessments are well documented, there is limited research on students’ perceptions in South Africa on the use of rubrics and peer assessments in online environments to facilitate a deep approach to learning. A mixed method approach using a Likert scale and an online qualitative ques...

Community College Journal of Research and Practice, 2014

This case study examines the use of computer-assisted grading rubrics using Blackboard's TM Rubric Evaluation Report to compare expected performance for each criterion of an assignment to the students' level of achievement. Several studies have reported on the innovative and effective delivery of how learning management systems (LMS) can deliver real-time (immediate data delivery) antecedents that inform students of performance requirements (Atkinson & Lim, 2013; Goomas, in press). The impetus, then, is to perform an analysis on each criterion of the assignment in order to determine how closely student performance matched the requirements of the rubric. Used as an analytical tool, the instructor was able to direct students to particular learning activities and to adjust teaching tactics in order to meet or exceed the rubric requirements.

Assessment & Evaluation in Higher Education, 2010

This paper critically reviews the empirical research on the use of rubrics at the post-secondary level, identifies gaps in the literature and proposes areas in need of research. Studies of rubrics in higher education have been undertaken in a wide range of disciplines and for multiple purposes, including increasing student achievement, improving instruction and evaluating programmes. While, student perceptions of rubrics are generally positive and some authors report positive responses to rubric use by instructors, others noted a tendency for instructors to resist using them. Two studies suggested that rubric use was associated with improved academic performance, while one did not. The potential of rubrics to identify the need for improvements in courses and programmes has been demonstrated. Studies of the validity of rubrics have shown that clarity and appropriateness of language is a central concern. Studies of rater reliability tend to show that rubrics can lead to a relatively common interpretation of student performance. Suggestions for future research include the use of more rigorous research methods, more attention to validity and reliability, a closer focus on learning and research on rubric use in diverse educational contexts.

Zayed University has been a learning outcomes-based institution nearly since its inception in 1998, and over the past few years has gained international accreditations from MSCHE, ABET, AACSB, and NCATE. As a best practice within both the learning outcomes assessment movement and promoted by many accreditors, the use of rubrics to assess student learning has become a common practice at the institution. This best practice case study describes the developmental phases of a project to embed rubrics into an existing Learning Management System (LMS) in order to facilitate program level assessment of student learning. Because of the large number of paper-based rubrics which were being utilized, one college struggled to transpose and analyze rubric data in an error-free and efficient manner. By embedding the rubrics directly into courses within the LMS, and creating a program-level reporting system, the college has been able to simplify the analysis and aggregation of data to the point where assessment results are available consistently, reliably, and with little burden on faculty. This case explains how with minor modifications in practice and technology, major benefits for program level learning outcomes assessment can emerge. Recommendations for other institutions through lessons learned will also be provided.

European Journal of Open Distance and E Learning, 2014

One of the most effective tools in e-learning is the Self-Assessment Tool (SAT) and research has shown that students need to accurately assess their own performance thus improving their learning. The study involved the design and development of a self-assessment tool based on the Revised Blooms taxonomy Framework. As a second step in investigating the effectiveness of the SAT, 1st year student of the BSC Educational Technology program from the VCILT, University of Mauritius were used as testing sample. At this stage the SAT was provided to only half of the sample who were randomly chosen and placed into a treatment group. The remaining half (Control Group) had the normal conditions on the E-learning platform. A semester exam was devised and administered to the whole sample to find out if there was a difference between the scores of both groups. Lastly a feedback form was given to only the treatment group to find out their views on the SAT. The results indicated a significant difference in scores between the treatment and the control groups when the Student's Independent T-test was used. Group A percentage of passes were higher compared to Group B. Failures were recorded for both groups with an increased rate of failure for Group B compared to Group A. Moreover, most of the respondents' feedbacks suggested that SAT was a useful guide with helpful feedbacks. The findings concluded that SAT was viewed more as a revision tool that allowed them to assess their own learning.

Universal Access in the Information Society, 2019

Information and Communications Technologies (ICTs) offer new roles to teachers to improve learning processes. In this regard, learning rubrics are commonplace. However, the design of these rubrics has focused mainly on scoring (summative rubrics), whereas formative rubrics have received significantly less attention. ICTs make possible electronic rubrics (e-rubrics) that enable dynamic and interactive functionalities that facilitate the adaptable and adaptive delivery of content. In this paper, we present a case study that examines three characteristics to make formative rubrics more adaptable and adaptive: criteria dichotomization, weighted evaluation criteria, and go/no-go criteria. A new approach to the design of formative rubrics is introduced, taking advantage of ICTs, where dichotomization and weighted criteria are combined with the use of go/no-go criteria. The approach is discussed as a method to better guide the learner while adjusting to the student's assimilation pace. Two types of go/no-go criteria (hard and soft) are studied and experimentally validated in a Computer-Aided Design assessment context. Bland-Altman plots are constructed as discussed to further illuminate this topic.

2006

As a wider variety of meaningful assessment strategies come into more prominent classroom use, teachers are called upon to craft scoring rubrics which validly and reliably assess students' knowledge and abilities. The creation of instructionally sound rubrics can be time consuming, and many teachers feeling the pinch of time pressures are turning to rubric resources from the World Wide Web for assistance. The purposes of this paper are to review the issues surrounding the creation of instructionally sound rubrics, to examine how those issues apply to online rubric banks and rubric generators, and to offer guidelines for how educators can use online resources to best support the creation of meaningful and effective rubrics.