Examiners' Use of Rubric Criteria for Grading Bachelor Theses

Autor/inn/en	Haagsman, Marjolein; Snoek, Basten; Peeters, Anton; Scager, Karin; Prins, Frans; van Zanten, Martijn
Titel	Examiners' Use of Rubric Criteria for Grading Bachelor Theses
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 8, S.1269-1284 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haagsman, Marjolein) ORCID (Snoek, Basten) ORCID (Prins, Frans) ORCID (van Zanten, Martijn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1864287
Schlagwörter	Scoring Rubrics; Evaluation Criteria; Theses; Undergraduate Students; Summative Evaluation; Writing Skills; Foreign Countries; Scores; Netherlands + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; These; Writing skill; Schreibfertigkeit; Ausland; Niederlande
Abstract	Students are generally required to demonstrate diverse skills when writing their bachelor thesis. Accordingly, examiners are expected to consider all these skills when assessing the thesis, regularly with one overall grade. In this study, we examine which criteria of a rubric contribute most to the overall assessment. The study is performed through quantitative analyses of 318 theses of undergraduate biology students. The analyses demonstrate that all criteria scores are predictive, but that "scientific quality" and "professional attitude" give the best prediction of thesis grade, together with "structure." The predictiveness of "scientific quality" and "professional attitude" correspond with the instructions given to examiners that these are important criteria to consider. Presentation-related criteria scores on "writing skills" and "expressing catchy and justifying titles" give the lowest prediction of grade. This study identifies that some criteria appear more predictive for low grades than for high grades, with "professional attitude" being a good predictor for low grades and "abstract" being a good predictor for high grades. We recommend similar analyses for students to help them prioritise the most relevant criteria, for supervisors to instruct students on these criteria, and for education managers to evaluate whether bachelor theses are assessed on the criteria they find most relevant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01