Key Recommendations for Improving AoL Assessments: A Longitudinal Analysis of Rater Bias and Reliability in Embedded Rubric-Based Measurements

Autor/inn/en	Gardiner, Lorraine R.; Kim, Dong-Gook; Helms, Marilyn M.
Titel	Key Recommendations for Improving AoL Assessments: A Longitudinal Analysis of Rater Bias and Reliability in Embedded Rubric-Based Measurements
Quelle	In: Journal of Education for Business, 95 (2020) 4, S.227-233 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gardiner, Lorraine R.) ORCID (Helms, Marilyn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2019.1636756
Schlagwörter	College Outcomes Assessment; Business Schools; Bias; Interrater Reliability; Scoring Rubrics; Student Evaluation; Business Administration Education; Undergraduate Students + Suchen Sie Ihr Suchwort? Interrater-Reliabilität; Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung
Abstract	Assurance of learning assessment results are used as a basis for curriculum changes at Association to Advance Collegiate Schools of Business-accredited institutions. Because budget constraints and opportunity costs impact all schools, assessment quality is critical. This research uses a longitudinal, business school case study to highlight bias and reliability issues that can occur in course-embedded, rubric-based assessments. The results support and extend previous research on the value of training raters for improving reliability and provide the basis for recommended assurance of learning process steps that business schools can immediately implement to improve and maintain measurement quality over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01