Evaluating Standards-Based Assessment Rubrics in a Postgraduate Public Health Subject

Autor/inn/en	Kite, James; Phongsavan, Philayrath
Titel	Evaluating Standards-Based Assessment Rubrics in a Postgraduate Public Health Subject
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 6, S.837-849 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1199773
Schlagwörter	Academic Standards; Scoring Rubrics; Student Evaluation; Graduate Students; Postdoctoral Education; Public Health; Health Education; Blended Learning; Formative Evaluation; Focus Groups; Program Evaluation; Mixed Methods Research; Outcomes of Education + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gesundheitswesen; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Programme evaluation; Programmevaluation; Lernleistung; Schulerfolg
Abstract	Standards-based assessment rubrics are recognised as an important tool for ensuring clear criteria in higher education. Most of the available evidence on rubrics comes from studies with face-to-face undergraduate students. Our study evaluated the introduction of rubrics into a postgraduate subject that included both online and face-to-face students. We conducted formative evaluation with former students to develop the rubrics, as well as surveying current students for process and impact evaluation, supplemented with a focus group. Process results showed that the rubrics were used widely and were generally considered to be of at least some use. Clarity of the rubrics was the main issue affecting perceived usefulness, particularly for the assessment tasks that had undergone comparatively less formative evaluation. Impact evaluation showed mixed results, with students that reported always using rubrics having higher marks on average compared to students who did not always use the rubrics. However, an expected improvement in marks across the whole student cohort compared to previous years did not eventuate, although this could be explained by a number of factors independent of the rubrics. Our results provide some evidence for the use of rubrics in postgraduate and online settings but highlight the need for rigorous formative evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01