Analytical rubrics in higher education: A repository of empirical data

Catherine Hack

    Research output: Contribution to journalArticle

    6 Citations (Scopus)

    Abstract

    The use of rubrics for grading and feedback in higher education has increased inresponse to requirements for consistency and transparency across a diverse range ofassessment tasks. There is a growing evidence base demonstrating the reliability ofrubrics across different markers and instances. The number of studies describing theimpact of rubrics on student learning has also grown; however, these studies arepredominantly qualitative and/or use a quasi-experimental design. Confounding factorsin these studies include the validity and quality of the rubric, markers’ expertise andstudents’ previous experience of using rubrics and learning preferences. This paperdescribes a data set comprising student marks from large cohorts of postgraduatestudents, pre and post the introduction of rubrics on three different modules, and theassociated rubrics. In making these data available under the terms of the CreativeCommons Attribution License, it is hoped to establish a repository of rubrics validatedfor specific assessment tasks and their associated data sets, to develop robust methods fortheir evaluation and explore methods of rubric deployment for effective learningthrough assessment.
    LanguageEnglish
    Pagesn/a
    JournalBritish Journal of Educational Technology
    Volumen/a
    DOIs
    Publication statusPublished - 2015

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    education
    grading
    license
    attribution
    learning
    transparency
    expertise
    student
    evaluation
    evidence
    experience

    Keywords

    • assessment literacy
    • rubric validity
    • reliability

    Cite this

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    abstract = "The use of rubrics for grading and feedback in higher education has increased inresponse to requirements for consistency and transparency across a diverse range ofassessment tasks. There is a growing evidence base demonstrating the reliability ofrubrics across different markers and instances. The number of studies describing theimpact of rubrics on student learning has also grown; however, these studies arepredominantly qualitative and/or use a quasi-experimental design. Confounding factorsin these studies include the validity and quality of the rubric, markers’ expertise andstudents’ previous experience of using rubrics and learning preferences. This paperdescribes a data set comprising student marks from large cohorts of postgraduatestudents, pre and post the introduction of rubrics on three different modules, and theassociated rubrics. In making these data available under the terms of the CreativeCommons Attribution License, it is hoped to establish a repository of rubrics validatedfor specific assessment tasks and their associated data sets, to develop robust methods fortheir evaluation and explore methods of rubric deployment for effective learningthrough assessment.",
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    Analytical rubrics in higher education: A repository of empirical data. / Hack, Catherine.

    In: British Journal of Educational Technology, Vol. n/a, 2015, p. n/a.

    Research output: Contribution to journalArticle

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