Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance/Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning.

2009 ◽  
Vol 8 (4) ◽  
pp. 612-614
Author(s):  
Thomas F. Hawk
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Assessment Tool ◽  
Performance Criteria ◽  
Effective Feedback ◽  
Scoring Rubrics ◽  
Improving Student Performance

scholarly journals Empowering Student Learning Through Rubric-Referenced Self-Assessment*

2012 ◽  
Vol 26 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Xiaohua He ◽  
Anne Canty
Keyword(s):  
Treatment Group ◽  
Student Learning ◽  
Student Performance ◽  
Assessment Tool ◽  
Comparison Group ◽  
Learning Tool ◽  
Self Assessment ◽  
Chiropractic Students ◽  
Assessment Results

Purpose: The purpose of this study was to investigate the effect of rubric-referenced self-assessment on performance of anatomy assignments in a group of chiropractic students. Methods: Participants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, however, was also asked to perform rubric-referenced self-assessment of their assignments during their second draft. Although the comparison group was also provided with the identical rubrics for the assignments, the students in this group did not perform rubric-referenced self-assessment. Results: The results revealed that the students in the treatment group who used a rubric-referenced self-assessment learning tool received statistically significant higher scores than the comparison group, who did not use this rubric-referenced self-assessment tool. Conclusion: This study suggests that practicing rubric-referenced self-assessment enhances student performance on assignments. However, educators continue to face the challenge of developing practical and useful rubric tools for student self-assessment.

scholarly journals Replacing Lecture with Peer-led Workshops Improves Student Learning

2009 ◽  
Vol 8 (3) ◽  
pp. 182-192 ◽  
Author(s):  
Ralph W. Preszler
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Cooperative Groups ◽  
Underrepresented Minority ◽  
Introductory Biology ◽  
Higher Level Thinking ◽  
Males And Females ◽  
Introductory Biology Course ◽  
Improving Student Performance

Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grades and increased retention by female students; although underrepresented minority (URM) and non-URM students benefited from workshops, there was a larger improvement of grades by URM students. As well as improving student performance and retention, the addition of interactive workshops also improved the quality of student learning: Student scores on exam questions that required higher-level thinking increased from preworkshop to workshop semesters.

scholarly journals Development of Scoring Rubrics for Projects as an Assessment Tool across an IS Program

10.28945/2941 ◽  
2006 ◽  
Author(s):  
Doncho Petkov ◽  
Olga Petkova
Keyword(s):  
Information Systems ◽  
Student Learning ◽  
Assessment Tool ◽  
Learning Assessment ◽  
The Core ◽  
Core Subjects ◽  
Scoring Rubrics ◽  
Student Learning Assessment ◽  
Future Work

This paper describes the experience of the authors with the development of scoring rubrics for projects in the core subjects of an Information Systems program. It presents an overview of student learning assessment issues in professional courses and the role of educational projects for that purpose. Then the steps of deriving project rubrics in different subjects across the Information Systems program are shown along with some suggestions for future work.

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