To Rubric or Not to Rubric

Kenworthy, Amy L.; Hrivnak, George A.

doi:10.1177/1052562914530103

Cited by 10 publications

(14 citation statements)

References 7 publications

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“…Also, using these learning outcomes to help define clear standards and levels of performance helps improve the reliability of our assessment “instruments” within a single course in a given semester and over time. Although the use of rubrics has a number of advantages and disadvantages (Bailey, 2014; Cohen & Billsberry, 2014; Kenworthy & Hrivnak, 2014; Riebe & Jackson, 2014), their adoption can be helpful in facilitating assessment reliability.…”

Section: How Do We Know Our Students Have Learned?mentioning

confidence: 99%

The Increasing Importance of Curriculum Design and Its Implications for Management Educators

Hrivnak

2019

Journal of Management Education

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In this essay, I explore the topic of curriculum design in business and management education from the perspective of my current role as Associate Dean, Learning and Teaching. Using Biggs’s constructive alignment as an organizing framework, I summarize a number of challenges for management educators and administrators in the design and evaluation of programs and courses and highlight the increasing complexity of the task. I conclude by arguing that, from an associate dean’s perspective, management educators must increasingly adopt the role of designer, rather than teacher, and offer suggestions to help with that transition.

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Section: How Do We Know Our Students Have Learned?mentioning

confidence: 99%

The Increasing Importance of Curriculum Design and Its Implications for Management Educators

Hrivnak

2019

Journal of Management Education

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“…truly matters from what does not (Greenberg, 2015). Such discrimination, critics have argued, runs counter to anything remotely resembling curiosity and fosters the practice of teachers and clients gaming the system by mastering not a body of knowledge but a particular set of points that foreclose other possibilities by stipulating what will be learned before the learning has even begun Smith, 2002, 2003;Brooks et al, 2014;Kenworthy and Hrivnak, 2014). In the end, their advocates cannot point to any empirical evidence that supports conclusively their assertion that LOs and rubrics enhance learning and teaching (Greenberg, 2015, 211).…”

Section: Blueprints Of Distress?: Why Quality Assurance Framework Anmentioning

confidence: 99%

Blueprints of distress?: Why quality assurance frameworks and disciplinary education cannot sustain a 21st-century education

Carson

2019

Teaching in Higher Education

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“…(Some researchers suggest caution in the use of rubrics in management education; see Bailey, 2014; M. Cohen & Billsberry, 2014; Kenworthy & Hrivnak, 2014; Riebe & Jackson, 2014, for a thoughtful discussion of rubrics.) From that point forward, all of the reliability and sample size issues discussed above completely apply.…”

Section: A Closer Look At Statistical Power In Assessmentmentioning

confidence: 99%

Why Assessment Will Never Work at Many Business Schools

Bacon

Stewart

2016

Journal of Management Education

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On the long and arduous journey toward effective educational assessment, business schools have progressed in their ability to clearly state measurable learning goals and use direct measures of student learning. However, many schools are wrestling with the last stages of the journey-measuring present learning outcomes, implementing curricular/pedagogical changes, and then measuring postchange outcomes to determine if the implemented changes produced the desired effect. These last steps are particularly troublesome for a reason unrecognized in the assessment literature-inadequate statistical power caused primarily by the use of small student samples. Analyses presented here demonstrate that assessment efforts by smaller schools may never provide the statistical power required to obtain valid results in a reasonable time frame. Consequently, decisions on curricular and pedagogical change are too often based on inaccurate research findings. Rather than waste time and resources toward what essentially is a statistical dead end, an alternate approach is recommended: Schools should examine published pedagogical studies that use direct measures of learning with sufficient statistical power and utilize the findings to improve student learning.

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To Rubric or Not to Rubric

Cited by 10 publications

References 7 publications

The Increasing Importance of Curriculum Design and Its Implications for Management Educators

The Increasing Importance of Curriculum Design and Its Implications for Management Educators

Blueprints of distress?: Why quality assurance frameworks and disciplinary education cannot sustain a 21st-century education

Why Assessment Will Never Work at Many Business Schools

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