Impact of Grading Rubric Use on Academic Outcome: A Multivariate Investigation

• In Event: Posters II

Abstract

The purpose of the study was to offer some multivariate evidence concerning the impact of grading rubric use on academic outcome among American college students. Using a pre-post, quasi-experimental research design, cross-sectional data were derived from undergraduates enrolled in an elective during 2009 at an American university. Taking into account major extraneous predictors, the control group, who completed an assignment without a grading rubric, scored significantly lower, on average, than the treatment group who completed the same assignment with the rubric. Further results indicated that the grading rubric constituted a significant predictor of assignment outcome, but exerted a less powerful effect than baseline course knowledge and grade point average. Suggestions for future research will be provided.

Author

• Rebecca Howell, Charleston Southern University