Validation of a Rubric to Evaluate Open Educational Resources for Learning

Abstract

Open Educational Resources (OERs) include different web formats, such as audio, video, images and text that can be modified, redistributed and used for learning about a specific topic, however, it became pertinent to create an OER evaluation tool with content validity. The present work gives an account of the content validation process using a 41-criteria rubric, each one with three performance levels, developed from a documentary search on relevant aspects to be included in a learning object. Six expert judges were contacted and decided whether each criterion was essential, useful but not essential or not necessary. Based on this, the Content Validity Reason (CVR) was calculated, obtaining 32 validated criteria. Among some conclusions, it can be mentioned that the validation process of contents allowed the identification of those criteria that require modifications or, if necessary, can be discarded to increase the validity of the heading in its whole.

The Use of Scoring Rubrics in University

“…Reliability refers to the consistency of scores given by different assessors or the same assessor on different occasions. If a rubric is reliable, it should produce similar results when used by different assessors to evaluate the same work or when used by the same assessor to evaluate the same work at different times [24,25]. One common method of assessing reliability is through inter-rater reliability, which refers to the degree of agreement between different raters or judges when scoring a given assessment.…”

A Rubric to Assess and Improve Technical Writing in Undergraduate Engineering Courses

“…Rubrics can also be regarded as an effective teaching-learning resource, since they allow to identify the strengths and weaknesses of the items which are object of analysis in order to make a diagnostic approach to learning and evaluation [19,30]. They are also useful for the assessment of open educational resources [31].…”