Using Evaluation Rigor to Improve Student Academic Writing and Faculty Scoring of Assignments

2.50
Hdl Handle:
http://hdl.handle.net/10755/307919
Category:
Abstract
Type:
Presentation
Title:
Using Evaluation Rigor to Improve Student Academic Writing and Faculty Scoring of Assignments
Author(s):
Zygmont, Dolores
Lead Author STTI Affiliation:
Kappa Chi
Author Details:
Dolores Zygmont, RN, PhD, zygmont@temple.edu
Abstract:

Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013

It is well documented in the literature that the quality of written assignments submitted by students has been declining over the past several decades.  In addition, when students are graded based on the actual quality of their submissions, faculty are acused of 'being too tough', being unfair', 'picking' on the student.  A review of writing assignments, how they were scored, and how students interpreted the scores was conducted.  What was evident from the students was a lack of certainty regarding: (1) what was required in the different sections of the assignment criteria, (2) how the grades were assigned, (3) whether grades were assigned fairly.  In reviewing the assignment criteria, broad topic areas were used with little direction and scroing rubrics included individual sections worth 40% of the assignment.  Students were unable to complete the assignments satisfactorily because they were unsure what was satisfactory and faculty had few specific criteria to guide assignment of grades so their was little certainty that there was real equity in grade assignments.  A group of faculty chose to focus on written assignments and how best to help students learn from the assignment, how to improve their academic writing skills, and how to ensure the integrity of the scores of the written assignments.  The group rewrote assignment criteria, selected a model for use for all scoring rubrics, and developed a scoring rubric for each major assignment in the course.  Finally, to ensure consistency is scoring and clarity of the rubric, the faculty group performed inter-rater reliability for each major paper in the courses.  The goal was to obtain a reliability coefficient of 0.8.  This presentation will share the evolution of the criteria, rubrics, and IRR scores during the  project period.
Keywords:
Inter-rater reliability; Rubrics; Evaluation
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleUsing Evaluation Rigor to Improve Student Academic Writing and Faculty Scoring of Assignmentsen_GB
dc.contributor.authorZygmont, Doloresen_GB
dc.contributor.departmentKappa Chien_GB
dc.author.detailsDolores Zygmont, RN, PhD, zygmont@temple.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/307919-
dc.description.abstract<p>Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013</p>It is well documented in the literature that the quality of written assignments submitted by students has been declining over the past several decades.  In addition, when students are graded based on the actual quality of their submissions, faculty are acused of 'being too tough', being unfair', 'picking' on the student.  A review of writing assignments, how they were scored, and how students interpreted the scores was conducted.  What was evident from the students was a lack of certainty regarding: (1) what was required in the different sections of the assignment criteria, (2) how the grades were assigned, (3) whether grades were assigned fairly.  In reviewing the assignment criteria, broad topic areas were used with little direction and scroing rubrics included individual sections worth 40% of the assignment.  Students were unable to complete the assignments satisfactorily because they were unsure what was satisfactory and faculty had few specific criteria to guide assignment of grades so their was little certainty that there was real equity in grade assignments.  A group of faculty chose to focus on written assignments and how best to help students learn from the assignment, how to improve their academic writing skills, and how to ensure the integrity of the scores of the written assignments.  The group rewrote assignment criteria, selected a model for use for all scoring rubrics, and developed a scoring rubric for each major assignment in the course.  Finally, to ensure consistency is scoring and clarity of the rubric, the faculty group performed inter-rater reliability for each major paper in the courses.  The goal was to obtain a reliability coefficient of 0.8.  This presentation will share the evolution of the criteria, rubrics, and IRR scores during the  project period.en_GB
dc.subjectInter-rater reliabilityen_GB
dc.subjectRubricsen_GB
dc.subjectEvaluationen_GB
dc.date.available2013-12-19T17:24:08Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:24:08Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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