Analytical rubrics in higher education: A repository of empirical data.

• Autores: Catherine Hack
• Localización: British journal of educational technology, ISSN 0007-1013, Vol. 46, Nº. 5, 2015, págs. 924-927
• Idioma: inglés
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• Resumen

  • The use of rubrics for grading and feedback in higher education has increased in response to requirements for consistency and transparency across a diverse range of assessment tasks. There is a growing evidence base demonstrating the reliability of rubrics across different markers and instances. The number of studies describing the impact of rubrics on student learning has also grown; however, these studies are predominantly qualitative and/or use a quasi-experimental design. Confounding factors in these studies include the validity and quality of the rubric, markers' expertise and students' previous experience of using rubrics and learning preferences. This paper describes a data set comprising student marks from large cohorts of postgraduate students, pre and post the introduction of rubrics on three different modules, and the associated rubrics. In making these data available under the terms of the Creative Commons Attribution License, it is hoped to establish a repository of rubrics validated for specific assessment tasks and their associated data sets, to develop robust methods for their evaluation and explore methods of rubric deployment for effective learning through assessment. [ABSTRACT FROM AUTHOR]