Designing a Faculty Development Program for the Effective Use of Analytic Grading Rubrics

2.50
Hdl Handle:
http://hdl.handle.net/10755/335149
Category:
Full-text
Type:
Presentation
Title:
Designing a Faculty Development Program for the Effective Use of Analytic Grading Rubrics
Other Titles:
Academic Program Development
Author(s):
Phillips, Candice; Choudhury, Rachel
Lead Author STTI Affiliation:
Rho Omicron
Author Details:
Candice Phillips, PhD, APRN, CNM, RN, CNE, cphillips2@chamberlain.edu; Rachel Choudhury, MSN, MS, RN, CNE
Abstract:
Session presented on Friday, July 25, 2014: Higher education literature recognizes the vital role that assessment tools exert on improving student academic performance (Howell, 2011). Benefits of using analytic grading rubrics have been noted to include: increased student understanding of instructor expectations (Oakleaf, 2008) and more meaningful grading experiences due to clearly stated evaluative criteria (Brescian, Zelna & Anderson, 2004). An analytic rubric, which allows for separate evaluation of each component of the assignment, has been shown to provide objective formative feedback to guide student performance (Oakleaf, 2009). In addition, studies of administrative and pedagogical advantages to using grading rubrics have been documented (Solan & Linardopoulos, 2011). Despite the growing body of research on rubrics as assessments of student performance and how students perceive them, few published findings focus on the rigorous use of standardized rubric tools in instructional and program assessments, or on the perceptions of faculty who use these standardized assessment tools (Reddy & Andrade, 2010). This evidence-based presentation will discuss the development of a faculty educational program to promote effective use of standardized analytic rubrics for student assessment in nursing courses. The program development is based on our findings from a previous research study regarding faculty perceptions about the use of standardized assessment tools. This study involved faculty participants across thirteen campuses of a prelicensure baccalaureate nursing program from various regions of the United States. Systematic assessments were evaluated for pedagological advantages to improve teaching-learning practices in the nursing program. The goals of the faculty educational program related to the use of standardized analytical rubrics include: (a) enhancing teaching effectiveness, (b) promoting an objective and reliable basis for student performance assessment, and (c) developing an efficient grading process. Faculty enrichment regarding the effective use of assessment tools fosters internal consistency within the nursing program's curriculum to support overall program assessment.
Keywords:
Evidence-based Teaching-Learning Practices; Faculty Development; Analytic Grading Rubrics
Repository Posting Date:
17-Nov-2014
Date of Publication:
17-Nov-2014 ; 17-Nov-2014
Other Identifiers:
INRC14B13
Conference Date:
2014
Conference Name:
25th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Hong Kong
Description:
International Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kong

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleDesigning a Faculty Development Program for the Effective Use of Analytic Grading Rubricsen
dc.title.alternativeAcademic Program Developmenten
dc.contributor.authorPhillips, Candiceen
dc.contributor.authorChoudhury, Rachelen
dc.contributor.departmentRho Omicronen
dc.author.detailsCandice Phillips, PhD, APRN, CNM, RN, CNE, cphillips2@chamberlain.edu; Rachel Choudhury, MSN, MS, RN, CNEen
dc.identifier.urihttp://hdl.handle.net/10755/335149-
dc.description.abstractSession presented on Friday, July 25, 2014: Higher education literature recognizes the vital role that assessment tools exert on improving student academic performance (Howell, 2011). Benefits of using analytic grading rubrics have been noted to include: increased student understanding of instructor expectations (Oakleaf, 2008) and more meaningful grading experiences due to clearly stated evaluative criteria (Brescian, Zelna & Anderson, 2004). An analytic rubric, which allows for separate evaluation of each component of the assignment, has been shown to provide objective formative feedback to guide student performance (Oakleaf, 2009). In addition, studies of administrative and pedagogical advantages to using grading rubrics have been documented (Solan & Linardopoulos, 2011). Despite the growing body of research on rubrics as assessments of student performance and how students perceive them, few published findings focus on the rigorous use of standardized rubric tools in instructional and program assessments, or on the perceptions of faculty who use these standardized assessment tools (Reddy & Andrade, 2010). This evidence-based presentation will discuss the development of a faculty educational program to promote effective use of standardized analytic rubrics for student assessment in nursing courses. The program development is based on our findings from a previous research study regarding faculty perceptions about the use of standardized assessment tools. This study involved faculty participants across thirteen campuses of a prelicensure baccalaureate nursing program from various regions of the United States. Systematic assessments were evaluated for pedagological advantages to improve teaching-learning practices in the nursing program. The goals of the faculty educational program related to the use of standardized analytical rubrics include: (a) enhancing teaching effectiveness, (b) promoting an objective and reliable basis for student performance assessment, and (c) developing an efficient grading process. Faculty enrichment regarding the effective use of assessment tools fosters internal consistency within the nursing program's curriculum to support overall program assessment.en
dc.subjectEvidence-based Teaching-Learning Practicesen
dc.subjectFaculty Developmenten
dc.subjectAnalytic Grading Rubricsen
dc.date.available2014-11-17T13:45:29Z-
dc.date.issued2014-11-17-
dc.date.issued2014-11-17en
dc.date.accessioned2014-11-17T13:45:29Z-
dc.conference.date2014en
dc.conference.name25th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationHong Kongen
dc.descriptionInternational Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kongen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.