Design and development of rubrics to improve assessment outcomes: A pilot study in a Master's level business program in India

Abstract

Purpose

This paper seeks to discuss the characteristics that describe a rubric. It aims to propose a systematic method for developing curriculum wide rubrics and to discuss their potential utility for program quality assessment.

Design/methodology/approach

Implementation of rubrics is a recent phenomenon in higher education. Prior research and theoretical issues related to rubric design and development are discussed. The proposed method for rubric development is illustrated by deriving generic analytic scoring rubrics for two assessment methods, namely projects and cases in a Master's level business program in India. Aspects related to the validity of the rubrics developed are investigated and results of reliability study conducted using intraclass correlation coefficient (ICC) are reported.

Findings

Upon testing, the rubrics were found to be reliable and valid grading tools. Results of inter‐rater and intra‐rater reliability analyses illustrated that the rubrics supported standardization of the manner in which cases and projects could be evaluated in different business courses.

Practical implications

Whereas previous studies on rubric construction have largely concentrated on task specific rubrics, this study focuses on development of curriculum wide rubrics that can be employed for assessment of students' learning at both course and program level.

Originality/value

To date there has not been any published work on issues of assessment of student learning through project and case analysis rubrics within diverse courses in a business program. The method detailed in the study can guide the development of generic rubrics for alternative assessment methods employed in business programs as well as in other disciplines.

Citation

Reddy, M.Y. (2011), "Design and development of rubrics to improve assessment outcomes: A pilot study in a Master's level business program in India", Quality Assurance in Education, Vol. 19 No. 1, pp. 84-104. https://doi.org/10.1108/09684881111107771