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ERIC Number: EJ1030963
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-3297
Grading Rubrics: Hoopla or Help?
Howell, Rebecca J.
Innovations in Education and Teaching International, v51 n4 p400-410 2014
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A