Learning management systems and embedded rubrics have made assessing and providing feedback for students a much simpler task for faculty, yet creating a rubric that faculty agree upon and apply consistently is no easy feat. Come to this session to learn about our rubric development and implementation journey and research.
The use of rubrics as an assessment tool is not a new development, but the implementation of these grading tools in online courses through learning management systems has increased recently in response to technological advancements with these systems and the continuous pursuit of improved feedback (Atkinson & Lim, 2013). As an assessment alternative, embedded rubrics appeal to faculty as an efficient, fair, and consistent method of evaluation. For students, the tool promises structure and clarity in assignment expectations and qualitative feedback to assist in performance improvement. This study aimed to monitor progress in the transition from traditional written feedback evaluations to embedded rubric assessment at a large, online university. Shared experiences will illuminate struggles and strategies in the quest for a "perfect" rubric. A qualitative analysis will highlight faculty praises and concerns regarding embedded rubric assessment in the online setting, and quantitative methods will measure consistency and any grading changes reflected in the transition. Findings from the study will inform those contemplating a similar transition, drawing attention to common obstacles and offering suggestions to smooth the process. The concentration on the faculty perspective in this study provides a detailed analysis of the effectiveness of embedded rubric assessment as a means of providing quality feedback to students.
Session outcomes:
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Learn about the purpose, methods, and findings from our study
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Discuss research implications
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Discuss additional research ideas and opportunities
Session outline:
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Poll the audience to see who is using embedded rubrics at their institutions
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Use the poll results to ask additional questions
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Share some background information about us, our department, and our institution
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Introduce the purpose of our study
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Briefly share the details of our research
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Share the findings from our study
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Have attendees discuss the research implications and how they can be applied
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Solicit additional research ideas and opportunities from attendees
References:
Atkinson, D., & Lim, S. L. (2013). Improving assessment processes in Higher Education: Student and teacher perceptions of the effectiveness of a rubric embedded in a LMS. Australasian Journal of Educational Technology, 29(5), 651-666.