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ERIC Number: EJ937683
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1052-4800
Exploring the Impact of Grading Rubrics on Academic Performance: Findings from a Quasi-Experimental, Pre-Post Evaluation
Howell, Rebecca J.
Journal on Excellence in College Teaching, v22 n2 p31-49 2011
This purpose of this pre-post, quasi-experimental evaluation was to explore the impact of grading rubric use on student academic performance. Cross-sectional data were derived from 80 undergraduates enrolled in an elective course at a research university during spring and fall 2009. The control group (n = 41), who completed the course's Assignment #2 without a grading rubric, scored significantly lower, on average, than the treatment group (n = 39), who completed the same assignment, but with access to a grading rubric. The grading rubric constituted an important predictor of assignment performance, the magnitude of which was stronger than college year, major, pre-test score, and gender. Suggestions are provided for future research. (Contains 1 figure and 5 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A