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 language | English (US) |
|---|---|
| Pages (from-to) | 366-370 |
| Number of pages | 5 |
| Journal | Journal of Nursing Education |
| Volume | 57 |
| Issue number | 6 |
| DOIs | |
| State | Published - Jun 1 2018 |
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All Science Journal Classification (ASJC) codes
- Nursing(all)
- Education
Cite this
Writing across the curriculum : Reliability testing of a standardized rubric. / Minnich, Margo; Kirkpatrick, Amanda; Goodman, Joely T.; Whittaker, Ali; Stanton Chapple, Helen; Schoening, Anne M.; Khanna, Maya M.
In: Journal of Nursing Education, Vol. 57, No. 6, 01.06.2018, p. 366-370.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Writing across the curriculum
T2 - Reliability testing of a standardized rubric
AU - Minnich, Margo
AU - Kirkpatrick, Amanda
AU - Goodman, Joely T.
AU - Whittaker, Ali
AU - Stanton Chapple, Helen
AU - Schoening, Anne M.
AU - Khanna, Maya M.
PY - 2018/6/1
Y1 - 2018/6/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85049129820&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85049129820&partnerID=8YFLogxK
U2 - 10.3928/01484834-20180522-08
DO - 10.3928/01484834-20180522-08
M3 - Article
VL - 57
SP - 366
EP - 370
JO - Journal of Nursing Education
JF - Journal of Nursing Education
SN - 0148-4834
IS - 6
ER -