Evaluating standards-based assessment rubrics in a postgraduate public health subject

Kite, James; Phongsavan, Philayrath

doi:10.1080/02602938.2016.1199773

Cited by 11 publications

(6 citation statements)

References 67 publications

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“…Although the slower and more distracted discussion did produce less data overall 20 , the quality of the data we did obtain was of an equal to that in the face-to-face groups, which is in line with the experience of Abrams et al 11 . In general, the themes that emerged from both the face-to-face and online groups were similar but it was obvious that there were critical differences in the student experience between online and face-to-face students.…”

Section: Participants’ and Researchers’ Experiencesupporting

confidence: 81%

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Insights for conducting real-time focus groups online using a web conferencing service

Kite

Phongsavan

2017

F1000Res

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Background Online focus groups have been increasing in use over the last 2 decades, including in biomedical and health-related research. However, most of this research has made use of text-based services such as email, discussion boards, and chat rooms, which do not replicate the experience of face-to-face focus groups. Web conferencing services have the potential to more closely match the face-to-face focus group experience, including important visual and aural cues. This paper provides critical reflections on using a web conferencing service to conduct online focus groups. Methods As part of a broader study, we conducted both online and face-to-face focus groups with participants. The online groups were conducted in real-time using the web conferencing service, Blackboard Collaborate TM. We used reflective practice to assess how the conduct and content of the groups were similar and how they differed across the two platforms. Results We found that further research using such services is warranted, particularly when working with hard-to-reach or geographically dispersed populations. The level of discussion and the quality of the data obtained was similar to that found in face-to-face groups. However, some issues remain, particularly in relation to managing technical issues experienced by participants and ensuring adequate recording quality to facilitate transcription and analysis. Conclusions Our experience with using web conferencing for online focus groups suggests that they have the potential to offer a realistic and comparable alternative to face-to-face focus groups, especially for geographically dispersed populations such as rural and remote health practitioners. Further testing of these services is warranted but researchers should carefully consider the service they use to minimise the impact of technical difficulties.

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Section: Participants’ and Researchers’ Experiencesupporting

confidence: 81%

“…The only difference between the online and face-to-face focus groups was that some time was allocated at the beginning of the online focus groups to provide a brief tutorial on using some of Collaborate’s TM features. This paper does not report the findings from these focus groups; these are available elsewhere 20 .…”

Section: Methodsmentioning

confidence: 99%

Insights for conducting real-time focus groups online using a web conferencing service

Kite

Phongsavan

2017

F1000Res

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“…However, few studies focus their attention on the perception that students have of the evaluation process through rubrics. And this constitutes a fundamental element in the correct development of the evaluation process, since the perceptions and attitudes that students show towards this evaluation instrument are key to the success of the evaluation [30,31].…”

Section: The Use Of Rubrics In Physiotherapy Educationmentioning

confidence: 99%

Students’ perceptions, engagement and satisfaction with the use of an e-rubric for the assessment of manual skills in physiotherapy

et al. 2022

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Introduction In recent years, formative assessment has gained importance in health care education to facilitate and enhance learning throughout the training period. Within the frame of active methodologies, rubrics have become an essential instrument for formative assessment. Most rubric-based assessment procedures focus on measuring the effects of rubrics on teachers. However, few studies focus their attention on the perception that students have of the evaluation process through rubrics. Methods A cross-sectional survey study was carried out with 134 students enrolled in the pre-graduate Physiotherapy education. Assessment of manual skills during a practical examination was performed using an e-rubric tool. Peer-assessment, self-assessment and teacher´s assessment were registered. After completion of the examination process, students’ perceptions, satisfaction and engagement were collected. Results Quantitative results related to students’ opinion about e-rubric based assessment, students’ engagement, perceived benefits and drawbacks of the e-rubric as well as the overall assessment of the learning experience were obtained. 86.6% of the students agreed upon the fact that “the rubric allowed one to know what it is expected from examination” and 83.6% of the students agreed upon the fact that “the rubric allowed one to verify the level of competence acquired”. A high rate of agreement (87.3%) was also reached among students concerning feedback. Conclusions E-rubrics seemed to have the potential to promote learning by making criteria and expectations explicit, facilitating feedback, self-assessment and peer-assessment. The importance of students in their own learning process required their participation in the assessment task, a fact that was globally appreciated by the students. Learning experience was considered interesting, motivating, it promoted participation, cooperative work and peer-assessment. The use of e-rubrics increased engagement levels when attention was focused on their guidance and reflection role.

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“…(c) The third group, in which the present study is framed, analyzes students’ and teachers’ experiences, perceptions, and attitudes related to the quality, use, and usefulness of rubrics [ 18 , 20 ]. These studies are particularly relevant, given that students’ perceptions and attitudes influence the way rubrics are used in the classroom [ 34 , 35 , 36 ]. In addition, in most cases, rubrics are created by the teachers, and so it is necessary to find out whether the students understand, value, and use them [ 19 , 20 , 34 ].…”

Section: Introductionmentioning

confidence: 99%

“…However, they also indicate that merely providing students with rubrics does not guarantee that they will use them or obtain any learning benefits [ 19 ]. Instead, it is necessary to consider several essential aspects when creating rubrics and using them in the classroom—e.g., involving students in their development, demonstrating their understanding and positive assessment as learning guides—[ 18 , 34 , 36 , 37 , 41 , 42 ]. Fewer studies analyze teachers’ perceptions and attitudes about rubrics, and they conclude that teachers mainly view them as more objective grading tools, but with limited formative value [ 18 , 20 , 43 ].…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction

Ros

Ruescas-Nicolau

Cezón‐Serrano

et al. 2021

IJERPH

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One of the main challenges faced by physical therapy (PT) students is to learn the practical skills involved in neurological physical therapy (PT). To help them to acquire these skills, a set of rubrics were designed for formative purposes. This paper presents the process followed in the creation of these rubrics and their application in the classroom, noting that students perceived them as valid, reliable, and highly useful for learning. The perception of the validity and usefulness of the rubrics has different closely related dimensions, showing homogeneous values across the students´ sociodemographic and educational variables, with the exception of dedication to studying, which showed a significant relationship with schoolwork engagement and course satisfaction. The adequacy of the hypothesized structural model of the relationships among the variables was confirmed. Direct effects of the perception of the rubrics’ validity and engagement on course satisfaction were found, as well as direct effects of the assessment of the usefulness of the rubrics on schoolwork engagement and indirect effects on course satisfaction through this latter variable. The results are discussed taking into account the conclusions of previous research and different instructional implications.

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Evaluating standards-based assessment rubrics in a postgraduate public health subject

Cited by 11 publications

References 67 publications

Insights for conducting real-time focus groups online using a web conferencing service

Insights for conducting real-time focus groups online using a web conferencing service

Students’ perceptions, engagement and satisfaction with the use of an e-rubric for the assessment of manual skills in physiotherapy

Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction

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