Rubrics – a tool for feedback and assessment viewed from different perspectives: Enhancing learning and assessment quality

✍ Scribed by Ivo de Boer, Femmie de Vegt, Helma Pluk, Mieke Latijnhouwers

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 59
• Series: IAMSE Manuals
• Category: Library

✦ Synopsis

This IAMSE Manual describes how to use rubrics in higher education, especially in the highly specialized health sciences education setting. The book provides a conceptual framework, practices and a series of checklists that lecturers can use to design their own rubrics for a variety of situations and content. It highlights varying perspectives, from teachers, students, educational advisors, and curriculum managers, while providing practical tips for developing and using rubrics. 

The objectives of the manual include guiding health sciences educators in:

• Providing useful, actionable and efficient feedback to students on assignments using a structured format (i.e. using rubrics)
• Implementing a  learning culture where giving “rich feedback” is standard practice
• Using rubrics to increase quality of assessment of assignments (validity, reliability, transparency)
• Incorporating, in the instructional setting, latest insights in the appropriate use of rubrics in the health sciences education setting.

✦ Table of Contents

Preface
Acknowledgements
Contents
Chapter 1: Rubrics: A Start
1.1 What Is a Rubric?
1.1.1 Format
1.1.2 Purpose and Applications
1.2 Checklist for Designing a Rubric
1.2.1 Types of Rubric
1.2.2 Criteria
1.2.3 Rating Scale
1.2.4 Performance Descriptors
1.2.5 Feedback
1.2.6 Marking, Scores, Norms and Grades
1.3 How to Use a Rubric?
1.3.1 The Assessment Process: Choices to Be Made
1.3.2 Evaluation and Improvement
References
Chapter 2: Rubrics: Best Practices
2.1 Rubric for a Written Assignment
2.1.1 Context in Which the Rubric Is Developed and Used
2.1.2 Construction of the Rubric for a Written Assignment
2.1.3 Use of the Rubric in Practice
2.2 Rubric for an Oral Presentation
2.2.1 Context in Which the Rubric Is Developed and Used
2.2.2 Construction of the Rubric for an Oral Presentation
2.2.3 Use of the Rubric in Practice
2.3 Rubric for Collaboration Skills
2.3.1 Context in Which the Rubric Is Developed and Used
2.3.2 Construction of the Rubric for Collaboration Skills
2.3.3 Use of the Rubric in Practice
2.4 Rubric for Clinical Skills
2.4.1 Context in Which the Rubric Is Developed and Used
2.4.2 Construction of the Rubric to Assess Clinical Skills
2.4.2.1 Rubric for Psychomotor Skills
2.4.2.2 Rubric for Communication and Consultation Skills
2.4.3 Use of the Rubrics in Practice
References
Chapter 3: Perspectives on Rubrics
3.1 Perspectives of Students
3.2 Perspectives of Educational Advisors
3.3 Perspectives of Teachers
3.4 Perspectives of Curriculum Coordinators and Managers
References
Conclusion
Rubrics Are a Team Effort
Rubrics Take Time to Evolve
Rubrics Require a Multi-perspective Approach and Commitment
Rubrics Need to Be Integrated in Education and Made Fit for Purpose