Inclusive Education Framework: Standardised rubrics for fairer marking

Paula Gawthorpe

Adult Nursing

P.Gawthorpe@hull.ac.uk

Background: 

I lead the final year nursing 40 credit dissertation module which comprises of three separate components, each weighted independently. Given the large cohort size (>250 students), assessment and moderation are shared between a module team of over 20 academic colleagues. The pre-existing level 6 FHS rubric contained generic descriptors such as ‘good’; ‘exemplary’, and ‘outstanding’. Use of such terminology was open to individual interpretation and lacked clarity of meaning for students in relation to academic expectations.  

It was acknowledged that this subsequently led to a lack of consistency of grading across markers, and it was also highlighted via student feedback and evaluation that there was frustration at perceived disparities between grades awarded.  

Activity: 

In an attempt to ensure equity across the wide group of markers, I developed a separate rubric for each component of the three-part dissertation (see example below). The rubrics contain specific and detailed content which directly related to completion of each part of the dissertation. As an example, the literature review element sections include aspects such as background, question formation, search strategy, and critical appraisal. Each section then clearly specifies, using understandable student-friendly language, what would be expected for inclusion at each grade boundary.  

All rubrics were reviewed by module team members, a BJL Skills Team member, and also student representatives from four separate nursing fields. Prior to being incorporated for use in the 18/19 academic year each rubric was ‘tested’ against exemplars from two previous assessment years to ensure that grades were consistent with those awarded previously. Each year following assessment period feedback is sought from the module team to ensure quality assurance, and amendments made if indicated.  

Marks are transparently allocated depending on level achieved, and an overall grade is generated. once all sections are selected by the marker as deemed appropriate. Students can use the rubric to guide their writing and can work towards achieving their desired grade / classification, with the reassurance that work submitted will be consistently graded independent of assessor.  

Impact: 

Following the introduction of specific detailed rubrics and associated guidance documents including Frequently Asked Questions, and completion Step by Step guide, the overall number of students achieving either a 2i or first classification has demonstrated a steady increase. This can be viewed in the table below: 

Colleague feedback: 

• I found the rubric useful, as with any tool such as this it comes down to academic judgement when applying the tool, therefore there will still be some subjective element to grading. For students this does support them to see more clearly what is expected of their work and that can only be of benefit. 
• this is a great tool to support academics and students and offers a degree of transparency for how grades are awarded, which we have not previously had. 

Student feedback: 

• I think the rubric is extremely helpful, especially for those who want to map their grades. The information is concise and easy to understand and it serves as a good reminder of the bits we should be including. I, and my group of friends have no issues with the rubric at all. One friend commented on how readable the rubric is, and found it easy to follow. Thank you for providing it for us. It's a really helpful tool. 
• The marking grids have been made clear on CANVAS and in lectures. These have helped along with the feedback on my drafts to improve my dissertation.