Resumen de Grading rubrics: hoopla or help?
The purpose of the study was to offer some quantitative, multivariate evidence concerning the impact of grading rubric use on academic outcome among American higher education students. Using a pre-post, quasi-experimental research design, cross-sectional data were derived from undergraduates enrolled in an elective during spring and fall 2009 at an American research university. The control group, who completed an assignment without a grading rubric, scored significantly lower, on average, than the treatment group who completed the same assignment with the use of the rubric. Regression results indicated that the grading rubric constituted a significant predictor of assignment outcome, but exerted a less powerful effect than baseline course knowledge and grade point average. Suggestions for future research are provided.
