Embedded Rubrics: A Tale of Creation, Refinement, and Success

Concurrent Session 10

Session Materials

Brief Abstract

Learning management systems and embedded rubrics have made assessing and providing feedback for students a much simpler task for faculty, yet creating a rubric that faculty agree upon and apply consistently is no easy feat.  Come to this session to learn about our rubric development and implementation journey and research.

Presenters

Lead Presenter: Leslie Johnson, Purdue University Global

Hi! I'm Leslie Johnson, Assistant Department Chair of Mathematics at Purdue University Global. I have taught a variety of math courses in traditional, blended, and online environments for over 20 years. I enjoy using my experience to help students and faculty overcome the challenges of an online environment by connecting with each other in innovative ways, using current technologies to enhance learning and communication. I earned my BS and MS in Pure Mathematics from Southeast Missouri State University.

Co-presenter: Mary Bruce, Purdue University Global

Extended Abstract

The use of rubrics as an assessment tool is not a new development, but the implementation of these grading tools in online courses through learning management systems has increased recently in response to technological advancements with these systems and the continuous pursuit of improved feedback (Atkinson & Lim, 2013). As an assessment alternative, embedded rubrics appeal to faculty as an efficient, fair, and consistent method of evaluation. For students, the tool promises structure and clarity in assignment expectations and qualitative feedback to assist in performance improvement. This study aimed to monitor progress in the transition from traditional written feedback evaluations to embedded rubric assessment at a large, online university. Shared experiences will illuminate struggles and strategies in the quest for a "perfect" rubric. A qualitative analysis will highlight faculty praises and concerns regarding embedded rubric assessment in the online setting, and quantitative methods will measure consistency and any grading changes reflected in the transition. Findings from the study will inform those contemplating a similar transition, drawing attention to common obstacles and offering suggestions to smooth the process. The concentration on the faculty perspective in this study provides a detailed analysis of the effectiveness of embedded rubric assessment as a means of providing quality feedback to students. 

Session outcomes:

  1. Learn about the purpose, methods, and findings from our study

  2. Discuss research implications

  3. Discuss additional research ideas and opportunities

Session outline:

  1. Poll the audience to see who is using embedded rubrics at their institutions

  2. Use the poll results to ask additional questions

  3. Share some background information about us, our department, and our institution 

  4. Introduce the purpose of our study

  5. Briefly share the details of our research

  6. Share the findings from our study

  7. Have attendees discuss the research implications and how they can be applied

  8. Solicit additional research ideas and opportunities from attendees

References:

Atkinson, D., & Lim, S. L. (2013). Improving assessment processes in Higher Education: Student and teacher perceptions of the effectiveness of a rubric embedded in a LMS. Australasian Journal of Educational Technology, 29(5), 651-666.