Writing Across the Curriculum: Reliability Testing of a Standardized Rubric

Rubrics positively affect student academic performance; however, accuracy and consistency of the rubric and its use is imperative. The researchers in this study developed a standardized rubric for use across an undergraduate nursing curriculum, then evaluated the interrater reliability and general u...

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Bibliographic Details
Published in:The Journal of nursing education 2018-06, Vol.57 (6), p.366-370
Main Authors: Minnich, Margo, Kirkpatrick, Amanda J, Goodman, Joely T, Whittaker, Ali, Stanton Chapple, Helen, Schoening, Anne M, Khanna, Maya M
Format: Article
Language:English
Subjects:
Academic Achievement
Advanced Courses
Association (Psychology)
Content analysis
Creative Thinking
Critical Thinking
Curricula
Educational evaluation
Evaluative Thinking
Feedback
Focus Groups
Formative Evaluation
Grading
Grammar
Higher education
Interrater Reliability
Language Skills
Learning
Learning Management Systems
Management Systems
Nursing
Nursing education
Online Surveys
Rating Scales
Scoring Rubrics
Spelling
Student Evaluation
Student Improvement
Student writing
Teaching Methods
Thinking Skills
Usability
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Summary:Rubrics positively affect student academic performance; however, accuracy and consistency of the rubric and its use is imperative. The researchers in this study developed a standardized rubric for use across an undergraduate nursing curriculum, then evaluated the interrater reliability and general usability of the tool. Faculty raters graded papers using the standardized rubric, submitted their independent scoring for interrater reliability analyses, then participated in a focus group discussion regarding rubric use experience. Quantitative analysis of the data showed a high interrater reliability (α = .998). Content analysis of transcription revealed several positive themes: Consistency, Emphasis on Writing Ability, and Ability to Use the Rubric as a Teaching Tool. Areas for improvement included use of value words and difficulty with point allocation. Investigators recommend effective faculty orientation for rubric use and future work in developing a rubric to assess reflective writing. [J Nurs Educ. 2018;57(6):366-370.].
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20180522-08