Evolution in the Design and Functionality of Rubrics: from “Square” Rubrics to “Federated” Rubrics

The assessment of learning remains one of the most controversial and challenging aspects for teachers. Among some recent technical solutions, methods and techniques like eRubrics emerge in an attempt to solve the situation. Understanding that all teaching contexts are different and there can be no single solution for all cases, specific measures are adapted to contexts where teachers receive support from institutions and communities of practice. This paper presents the evolution of the eRubric service [1] which started from a first experience with paper rubrics, and, with time and after several I+D+R [2] educational projects, has evolved thanks to the support of a community of practice [3] and the exchange of experiences between teachers and researchers. This paper shows the results and functionality of the eRubrics service up to the date of publicationa.) Project I+D+i EDU2010-15432: eRubric federated service for assessing university learning http://erubrica.uma.es/?page_id=434. b.) Centre for the Design of eRubrics. National Distance Education System -Sined- Mexico. [http://erubrica.uma.es/?page_id=389

Using rubrics

Using rubric

Construction of scale models in industrial design: the irruption of additive manufacturing. Rubrics proposal for an objective evaluation

Comunicació presentada a EDULEARN2019, 11th International Conference on Education and New Learning Technologies (July 1-3, 2019, Palma, Mallorca, Spain).Recent studies corroborate the progressive implementation of Additive Manufacturing technologies (commonly known as 3D printing) in education, demonstrating several advantages. In the field of industrial design, the development of models during the design phase of product design helps designers in training to visualize their proposals. Today, 3D printing and traditional model-making techniques coexist in classrooms. With both techniques it is possible to achieve good results, but when it comes to evaluating them it is not so simple, since both ways of working are different and apparently the same evaluation criteria cannot be used in both cases, which could lead to comparative grievances. This work presents a series of rubrics that can help to evaluate the student's models in an objective way and under equal conditions, independently of the technique used: traditional o 3D printing. In order to do this, we started from a rubric made to evaluate traditional models, which was tested during a couple of academic years in other subject. This rubric was adapted to create a new rubric, which allowed to evaluate models made by 3D printing, looking for equivalent criteria with the previous rubric to guarantee a fair evaluation of both ways of working. The rubrics were tested experimentally in the subject ‘Prototypes: experimental workshop’, taught during the 4th year of the Bachelor's Degree in Industrial Design and Product Development Engineering at the Universitat Jaume I (Spain). Two groups of users assessed each work using these rubrics. The results showed, on the one hand, that both groups found it easy to evaluate the works using these rubrics, and on the other hand, that these rubrics allow for a fairly objective evaluation of the works, since the score obtained by both groups of users was very similar

Analysis of the use and design of rubrics in competency assessment in engineering degrees

Velasco-Martínez, L. C. & Tójar-Hurtado, J. C. (2016). Analysis of the use and design of rubrics in competency assessment in engineering degrees. In F. J. García-Peñalvo (Ed.). Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality. (pp. 177-184). New York, NY.: The Association for Computing MachineryThe defining, implementation and assessment of competencies are challenges for new undergraduate and Master’s degrees which must respond to current education demands. The use of rubrics in universities is considered an instrument of innovation and educational change that transforms assessment practices, both for students and educators. Furthermore, new education, focusing on the development of student competencies, implies a profound modification, not only of assessment approaches, but also of the approach towards education, instruction and teaching. Since their appearance in the university environment, the application of competencies in assessment systems has progressively grown. But, there is yet to be a solid body of knowledge providing evidence of the use of rubrics by educators as assessment instruments. In this study, rubrics have been analysed in 50 educators from the engineering departments of distinct Spanish universities. The rubrics used represent a wide variety of courses and university centres. A comparative analysis allows us to determine how these rubrics are being used (or not) to assess competencies. To do so, the type of works and tasks to which they are applied has been revealed, as well as the technical and pedagogical aspects that are considered by the educators in their design. The results and conclusions allow us to detect the educational needs of the teaching staff that hopes to use rubrics to assess competencies.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. Universidad de Salamanca, IUCE, GRIAL, ICP

Rubrics in Nursing Education

Evaluating assignments or course work is a challenging job for faculty of nursing. In order to avoid the dilemmas of evaluation, nurse educators use rubrics as an evaluation tool. In educational technology, rubric refers to „performance standard‟ for a student population. A rubric is defined as an assessment tool that lays out the set standards and criteria to assess a performance, assignment or behavior. The four essential components of a rubric are task description, scale of achievement, dimensions & description of dimensions. Various types of scoring rubrics are available. The type of rubric chosen for assessment depends on the task being evaluated and the needs of the assessor. Holistic rubrics, analytic rubrics, generic rubrics, specific rubrics are the different types of rubrics. In nursing education, rubrics has got wide range of applications such as to; assess clinical skills, grade assignments, evaluate clinical competency and analyze presentations. Rubrics helps to define "quality performance” and promote awareness on critical components in a performance. Rubrics not only act as an evaluation tool for instructors, but also act as a feedback proforma for students. Rubrics are vital tools that can be utilized to solve the problem of subjectivity in evaluation. Rubrics provide consistency in evaluation, reduces subjectivity and enhances objectivity

Describing the Ball: Improve Teaching by Using Rubrics - Explicit Grading Criteria

Assessment is crucial to effective teaching and learning. Carnegie\u27s Educating Lawyers and Roy Stuckey\u27s Best Practices for Legal Education emphasize the importance of assessment. This article explains how detailed, written grading criteria describing what students should learn and how they will be evaluated should be a central part of law teachers\u27 assessment plans. The article details how rubrics can improve law student learning, and contains both detailed, step-by-step directions on creating rubrics and examples of rubrics from many different law school courses

Educational Assessment in Emerging Areas of Design: Toward the Development of a Systematic Framework Based on a Study of Rubrics

This paper presents a formative study that investigates the perceived effectiveness of rubrics as assessment tools by communication and industrial design educators and first year design students in the context of a design studio. The project is motivated by the increasing challenge of assessing subjective and intangible attributes that are associated with the teaching of emerging areas in design, and society’s growing need for measurable results. The goal of this project is to shed light on the perceived successes and failures of a specific assessment tool, known as a rubric, and use this information to improve students’ and educators’ understanding, value, and use of assessment tools. Based on the characteristics of the emerging design landscape, this paper argues the importance of assessments and the need for their improvement. It explains the construction of three assessment forms that are based on successful models used in other disciplines. This paper describes how the forms were used throughout the semester to provide an overview of course objectives and assess individual projects. It explains the contents of a questionnaire and describes how it was used at the end of the semester to evaluate students’ perceptions of the assessments forms. Feedback gained from the instructors indicated that rubrics were not more efficient than other forms of assessment but did aid the assessment of intangibles and did not reduce students’ creativity. The results of the questionnaire showed that students perceived the attributes of rubrics more positively than other forms of assessment but still favoured handwritten comments. These findings informed the proposal of a set of considerations that should be taken into account when creating assessment forms for use in classrooms that focus on emerging areas of design. They describe the importance of personal comments, clear terminology, a planned introduction of the tool, and an open-mind. Keywords: Rubrics; Assessment; Evaluation; Pedagogy; Education; Learning; Feedback.</p

The Self and Peer Assessment Tool in Blackboard Learn

Blackboard is a Learning Management System. The Learn 2016 version includes a revamped Self and Peer Assessment tool. This tool allows instructors to implement evaluations and self-evaluations, define the number of assignments each student will evaluate (anonymously or not), provide examples, and supply rubrics

Educational cultural analysis of language assessment rubrics: a case study of Japanese language at a British University

The standard of language assessment is considered to be similar within the same country, but it actually varies from institution to institution even within the UK. Rubrics are important for language teachers to access students' written work, and it also relates to teachers' objective or subjective marking. This paper looks at Japanese assessment criteria in a British STEM university where students study Japanese in the IWLP context. Using two dimensions from Hofstede et al.'s (2010) cultural taxonomy and Hall's (1976) concept of high- and low-context culture, Japanese language rubrics for the written assessment was analysed in 2017. The findings show that the rubrics examined in this study were under the influence of Hofstede et al.'s (2010) collectivist and strong uncertainty avoidance educational culture. The emphasis on the correct use of grammar was observed and also found that language teachers in this institution grade students' written work more objectively using quantitative method. The rubrics includes instructions which enhance the quality of grading consistent and standardise among all language teachers. This process also helps to justify the first marker's awarded marks to the second marker and also the external examiner. Recommendations are given to language teachers and managers who coordinate languages. Language teachers are recommended to inform students whether the focus is accuracy or creativity as this information affects students in working on their assessed work. It is also recommended for managers at language centres to revise periodically the definition of categories to examine if there are any duplication among the rubrics and update them. Incorporating some aspects of rubrics mentioned in this study may enhance the quality of language teachers' grading to be standardised and consistent

Exporting and Importing rubrics

Exporting and Importing rubric