Rubrics Cubed: Tying Grades To Assessment To Reduce Faculty Workload | Zendy

David S. Lalush | Zendy; C. Frank Abrams | Zendy; Peter L. Mente | Zendy; Marian McCord | Zendy; H. Troy Nagle | Zendy; Elizabeth G. Loboa | Zendy; Susan M. Blanchard | Zendy

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Rubrics Cubed: Tying Grades To Assessment To Reduce Faculty Workload

Author(s) -

David S. Lalush,

C. Frank Abrams,

Peter L. Mente,

Marian McCord,

H. Troy Nagle,

Elizabeth G. Loboa,

Susan M. Blanchard

Publication year - 2020

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/1-2--14030

Subject(s) - rubric , grading (engineering) , accreditation , workload , curriculum , tying , medical education , mathematics education , computer science , engineering , psychology , engineering management , pedagogy , medicine , civil engineering , operating system

Assessment of program outcomes is an important, but time-consuming, part of the ABET accreditation process for faculty. Many faculty members argue, “I grade; therefore, I assess.” The problem with using grades as assessment tools is that grades often cover material that represents more than one programmatic outcome. 1, 2 In addition, there may be a great deal of variability in assignment of grades, depending on which faculty member does the grading. The purpose of this paper is to demonstrate that rubrics offer an excellent method for reducing faculty workload by providing a means to link grading and assessment. 3

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