ERIC Number: EJ1030963
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
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.
Descriptors: Grading, Scoring Rubrics, College Students, Pretests Posttests, Quasiexperimental Design, Undergraduate Students, Comparative Analysis, Control Groups, Experimental Groups, Regression (Statistics), Predictor Variables, Assignments, Grade Point Average, Gender Differences, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A