Writing across the curriculum: Reliability testing of a standardized rubric

Margo Minnich, Amanda Kirkpatrick, Joely T. Goodman, Ali Whittaker, Helen Stanton Chapple, Anne M. Schoening, Maya M. Khanna

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

Background: 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. Method: 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. Results: Quantitative analysis of the data showed a high interrater reliability (a =.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. Conclusion: Investigators recommend effective faculty orientation for rubric use and future work in developing a rubric to assess reflective writing.

Original languageEnglish (US)
Pages (from-to)366-370
Number of pages5
JournalJournal of Nursing Education
Volume57
Issue number6
DOIs
StatePublished - Jun 1 2018

All Science Journal Classification (ASJC) codes

  • Nursing(all)
  • Education

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