Grading rubrics: What's in it for faculty?
View File(s)
- Author(s)
- Details
-
Candice Phillips, PhD, APRN, CNM, RN, CNE; Rachel Choudhury, MSN, MS, RN, CNE
- Sigma Affiliation
- Phi Pi
- Contributor Affiliation(s)
- Chamberlain College of Nursing, Addison, Illinois, USA
Visitor Statistics
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Country | Visits |
---|
Top Visiting Cities
City | Visits |
---|
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Phillips, Candice by View
Title | Page Views |
---|
Popular Works for Phillips, Candice by Download
Title | Downloads |
---|
View Citations
Citations
Session presented on: Friday, April 4, 2014:
Higher education literature recognizes the vital role that grading rubrics exert on improving student academic performance (Howell, 2011). As an assessment tool, rubrics allocate points to specific evaluative criteria to gauge student performance (Truemper, 2004). Benefits of rubric assessment have been noted to include: increased student understanding of instructor expectations (Oakleaf, 2008) and more meaningful grading experiences due to clearly stated evaluative criteria (Brescian, Zelna & Anderson, 2004). An analytic rubric, which allows for separate evaluation of each component of the assignment, has been shown to provide objective formative feedback to guide student performance (Oakleaf, 2009). In addition, studies of administrative and pedagogical advantages to using grading rubrics have been documented (Solan & Linardopoulos, 2011). Despite the growing body of research on rubric assessment as it relates to student perceptions and performance, few findings focus on the rigorous use of standardized rubric tools in instructional and program assessments, or on the perceptions of faculty who use these standardized assessment tools (Reddy & Andrade, 2010). This presentation will present findings from a mixed method study that examined the use of standardized analytic rubrics for student assessment, and the perceptions of faculty who use them. A survey design methodology, involving both pre- and post-tests, was utilized to establish the effectiveness of standardized rubric-based interventions. Using a similar survey design, our audience will be actively engaged through the use of audience response systems in discussing analysis of findings.
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis, Indiana, USA
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.
Type | Presentation |
Acquisition | Proxy-submission |
Review Type | Abstract Review Only: Reviewed by Event Host |
Format | Text-based Document |
Evidence Level | N/A |
Research Approach | N/A |
Keywords | Standardized Analytic Grading Rubrics; Faculty Perceptions; Teaching-Learning Practices |
Name | Nursing Education Research Conference 2014 |
Host | Sigma Theta Tau International; National League of Nursing |
Location | Indianapolis, Indiana, USA |
Date | 2014 |
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Related items
Showing items related by title, author, creator and subjects.
-
Designing a faculty development program for the effective use of analytic grading rubrics
Phillips, Candice; Choudhury, Rachel (2014-11-17)Session presented on Friday, July 25, 2014: Higher education literature recognizes the vital role that assessment tools exert on improving student academic performance (Howell, 2011). Benefits of using analytic grading ... -
Lived experience of US faculty teaching online Korean nursing students
Baumlein, Gail K.; Kaylor, Mary Beth; Choudhury, Rachel (2018-05-25)This qualitative, phenomenological study examines the lived experiences of U.S. faculty teaching online Korean RN-BSN students. Research includes a survey instrument with open-ended questions about faculty perceptions in ... -
Master instruction: A model of mastery for developing faculty
Fillmore, Laura; Phillips, Candice; Richards, Kandyce; Maier, Cecilia Jane (2016-03-17)Session presented on Sunday, July 26, 2015: Faculty enter academia with a variety of backgrounds, educational preparation, and experience. Just as the curriculum is essential in preparing students for the nursing practice ... -
Graduate students' perceptions of quality of the teaching-learning process on master's nursing programs in Japan
Nakayama, Toshiko; Funashima, NaomiThis research identified graduate students’ perceptions of the quality of the teaching-learning process on master’s nursing programs in Japan. By resolving the issues arising in these research results, it is ... -
Nursing faculty perceptions of student evaluations, grading practices, and administrative performance reviews
Beck, Debbie Marie (2016-03-29)Session presented on Saturday, April 9, 2016: A review of findings from a qualitative research study will be presented outlining nursing faculty experiences with student end of course evaluations, grading practices, ...