Starting from Scratch and Getting Somewhere: Assessment of Oral Communication Proficiency in General Education Across Lower and Upper Division Courses

Avanzino, Susan

doi:10.1080/17404621003680898

Cited by 10 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…literature review, student work, course learning outcomes or standards) and expert review of the rubrics, although the experts were sometimes the same faculty members who developed the rubric. Such reviews were described for oral communication (Avanzino 2010 …”

Section: Content-related Validity Evidencementioning

confidence: 99%

The quality and effectiveness of descriptive rubrics

2014

View full text Add to dashboard Cite

This review synthesizes the findings of studies of the use of rubrics in education settings published from 2005 to 2013. The review included studies only if the rubrics involved met the definition of having coherent sets of criteria and performance level descriptions for those criteria. Compared to the results of a previous review by Jonsson and Svingby (Educational Research Review 2(2): [130][131][132][133][134][135][136][137][138][139][140][141][142][143][144] 2007), the frequency, scope, and rigor of studies of rubrics have increased in recent years. Rubrics yield information of sufficient quality if certain conditions are met, most notably having clear and focused criteria. Evidence regarding the effects of rubrics on performance is positive overall. Evidence of the effects of rubrics on self-regulation of learning is mixed, though positive associations between rubric use and motivation to learn were identified in some studies. IntroductionA rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria (Brookhart 2013b). Rubrics by this definition differ from rating scales, which have criteria but no performance level descriptions, although in common parlance these are often called "rubrics". Several important purposes claimed for rubrics, that they facilitate student self-assessment, facilitate teacher and peer feedback, and help students envision what to do to improve their work, only make sense if both criteria and performance level descriptions are present (Andrade 2000; Jonsson and Svingby 2007). The purpose of this article is to document what is known about (1) the quality of assessment information from rubrics and (2) the effects of rubric use on student learning and motivation to learn, using the method of a literature review. Rubric use in educational settingsRubrics enjoy wide use in primary, secondary, and post-secondary education. They arose as part of a response to research in the 1980s suggesting that students were better at repeating facts and concepts than applying them, and the consequent interest in performance assessment (Lane and Tierney 2008) and standards-based reform (Brookhart 2013a). Performance assessment can reflect students' abilities to solve real-world problems, analyze and synthesize information, and apply their knowledge and skills only if they have carefully designed scoring procedures with clear criteria. Rubrics with criteria and performance level descriptions are deemed an effective vehicle for organizing and communicating criteria and performance expectations and for use in scoring and/or providing feedback on student work (Lane and Tierney 2008).Beginning in the 1990s, two other developments have bolstered the use of rubrics: increasing emphasis on formative assessment in education at all levels (Andrade and Cizek 2010) and increasing emphasis on assessment and evaluation in the accreditation process in post-secondary education (Gerretson and Golson 2005; Kerby and Romine 2010). Formative assessment an...

show abstract

Section: Content-related Validity Evidencementioning

confidence: 99%

The quality and effectiveness of descriptive rubrics

2014

View full text Add to dashboard Cite

show abstract

“…To respond to changes in communication, departments of communication have increasingly turned to assessment measures to determine what curricular, instructional, and technological approaches will best meet students' present and future oral communication needs (Allen (2002);Avanzino (2010)). Within this context, Morreale et al (2009) conclude that "administrators and professors in higher education do face challenges to the consistent delivery of high quality communication instruction... across multiple sections of the basic course at any given academic institution..." (p. 98).…”

Section: Related Workmentioning

confidence: 99%

Analysis of consistency in large multi-section courses using exploration of linked visual data summaries

Yalçın

Gardner

Anderson

et al. 2015

Preprint

View full text Add to dashboard Cite

Higher education courses with large student enrollments are commonly offered in multiple sections by multiple instructors. Monitoring consistency of teaching activities across sections is crucial in achieving equity for all students, and in developing strategies in response to emerging patterns and outliers. To address this need, we present an approach to analyze the multivariate data of sections, assignments and student submissions collected by a learning management system (LMS) using a new data exploration framework that we call linked data summaries. Data summaries are a unit of exploration with uncluttered, analytical, comprehensible visualizations of aggregations of data records attributes. Data browsers link multiple summaries and record lists, and enable flexible and rapid data analysis through tightly coupled interaction. Our analysis approach, developed in collaboration between analytics researchers and university instructors, reveals patterns across many aspects, including assignment and section structures, submission grading and timeliness. We present findings from an analysis of three semesters of an introductory oral communication course with over 1,750 students and 90 sections per semester.

show abstract

The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences

Dirrigl

Noe

2018

Journal of Biological Education

View full text Add to dashboard Cite

Starting from Scratch and Getting Somewhere: Assessment of Oral Communication Proficiency in General Education Across Lower and Upper Division Courses

Cited by 10 publications

References 14 publications

The quality and effectiveness of descriptive rubrics

The quality and effectiveness of descriptive rubrics

Analysis of consistency in large multi-section courses using exploration of linked visual data summaries

The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences

Contact Info

Product

Resources

About