Holistic or analytic rubrics? Grading information literacy instruction

Badia, Giovanna

doi:10.1080/10691316.2019.1638081

Cited by 8 publications

(6 citation statements)

References 5 publications

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“…The use of rubrics as an assessment method is also described in the LIS literature in relation to both in-person instruction (Badia, 2019;Markowski et al, 2018) and online tutorials. Schweikhard et al (2018) applied a rubric to final papers in a graduate-level occupational and physical therapy course to assess the impact of online library tutorials on information literacy skills, and they found a significant increase in students' searching abilities.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing a Customized, Interactive Online Information Literacy Tutorial: The Getting Started with Research Module

Amsberry,

Behler

2024

Partnership

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Following the creation of online information literacy tutorial in response to the shift to online learning due to the COVID-19 pandemic, a team of librarians developed a multi-pronged approach to assessing the module to determine how well it met the stated learning objectives. This article describes the assessment of the Getting Started with Research information literacy module, a learning experience developed using RISE software and accompanied by a Google Forms research log for students to complete. The authors present results from both a rubric-driven and textual analysis study undertaken to assess student responses to the research logs that accompany the module, and discuss how the findings of the study will inform future practice.

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Section: Literature Reviewmentioning

confidence: 99%

Assessing a Customized, Interactive Online Information Literacy Tutorial: The Getting Started with Research Module

Amsberry,

Behler

2024

Partnership

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“…The scholarship on rubrics differentiate between holistic rubrics, which designate a single score for task completion, and analytic rubrics, which designate scores on various components of a task (Badia 2019; Dawson 2017; Jonsson and Svingby 2007; Mertler 2000; Reddy and Andrade 2010; Sadler 2009). While holistic rubrics facilitate more efficient assessment, analytic rubrics can offer more detailed feedback to students across multiple criteria (Badia 2019). Holistic rubrics are best implemented when the product is of satisfactory quality with minor errors by assessing a single score on the overall quality, performance, proficiency, or understanding.…”

Section: Literature Reviewmentioning

confidence: 99%

Doing Sociology, Learning Objectives, and Developing Rubrics for Undergraduate Research Methods

Thakore

2023

Teach Sociol

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The research project assignment can create meaningful opportunities for students to apply sociological concepts. For grading these projects, assessment rubrics are useful pedagogical tools to evaluate students’ abilities in achieving course learning objectives. In this study, I analyzed final research papers collected over multiple semesters in my undergraduate Methods of Social Research course. My goals are to (1) evaluate the grading rubric’s effectiveness in enabling students to meet course objectives and (2) identify improvements in students’ outcomes from revisions to the rubric over time. Findings indicate that rubrics can provide students the information needed to apply course concepts to their work and that rubric revisions are necessary to ensure validity, reliability, and equity across grading. In conclusion, I provide suggestions for implementing a semester-long research project assignment and initiating iterative revisions to rubric criteria.

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“…The analytical rubric was used because it can delineate candidates' sub-skills in speaking skill and require teachers to manifest their expertise to score with good quality (Yamanishi et al, 2019). Each mark provided by the teachers for the three domain is useful for analysis of the teachers' rating quality (Badia, 2019). The ratings from teachers were collected using a linked rating design that is suitable to be used when teachers could not rate all the candidates in the assessment (Jones and Wind, 2018).…”

Section: Rating Collectionmentioning

confidence: 99%

Rater severity differences in English language as a second language speaking assessment based on rating experience, training experience, and teaching experience through many-faceted Rasch measurement analysis

Noh¹,

Matore

2022

Front. Psychol.

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Evaluating candidates’ answers in speaking skill is difficult and rarely explored. This task is challenging and can bring inconsistency in the rating quality among raters, especially in speaking assessments. Severe raters will bring more harm than good to the results that candidates receive. Many-faceted Rasch measurement (MFRM) was used to explore the differences in teachers’ rating severity based on their rating experience, training experience, and teaching experience. The research uses a quantitative approach and a survey method to enlist 164 English teachers who teach lower secondary school pupils, who were chosen through a multistage clustered sampling procedure. All the facets involving teachers, candidates, items, and domains were calibrated using MFRM. Every teacher scored six candidates’ responses in a speaking test consisting of three question items, and they were evaluated across three domains, namely vocabulary, grammar, and communicative competence. Results highlight that the rating quality was different in terms of teachers’ rating experience and teaching experience. However, training experience did not bring any difference to teachers’ rating quality on speaking test. The evidence from this study suggests that the two main factors of teaching and rating experience must be considered when appointing raters for the speaking test. The quality of training must be improved to produce a rater with good professional judgment. Raters need to be supplied with answer samples with varied levels of candidates’ performance to practice before becoming a good rater. Further research might explore any other rater bias that may impact the psychological well-being of certain groups of students.

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Holistic or analytic rubrics? Grading information literacy instruction

Cited by 8 publications

References 5 publications

Assessing a Customized, Interactive Online Information Literacy Tutorial: The Getting Started with Research Module

Assessing a Customized, Interactive Online Information Literacy Tutorial: The Getting Started with Research Module

Doing Sociology, Learning Objectives, and Developing Rubrics for Undergraduate Research Methods

Rater severity differences in English language as a second language speaking assessment based on rating experience, training experience, and teaching experience through many-faceted Rasch measurement analysis

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