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Objective To explore the literature relating to the use of rubrics in Higher Education. Design A systematic search using three databases was undertaken, the question used to guide the search strategy was: What are the benefits and challenges of using rubrics as part of the assessment process in Higher Education? Data Sources Three electronic databases were searched: British Education Index, Education Resources Information Centre and the Cumulative Index to Nursing and Allied Health Literature. Review Methods The review utilised an integrative approach to the retrieval and appraisal of the research. As the papers retrieved used different methodologies to explore the use of rubrics they were analysed using either thematic analysis or narrative synthesis. Results Fifteen papers were identified that met the inclusion and exclusion criteria for the review, these spanned a range of disciplines including education, medicine and design. Four main themes related to the use of rubrics were identified: the reliability and validity of the rubric, student performance, students' perceptions of the rubric and the implementation of the rubric. Conclusions Student self-assessment, self-regulation and understanding of assessment criteria were all found to be enhanced by the use of rubrics. However students also reported that rubrics could be restrictive and student stress related to assessments could be increased. Student involvement in the design and implementation of a rubric was identified as being critical to their success. Rubrics were judged favourably by the studies reviewed in this paper, however they were found to be most effective when used as part of an overall assessment strategy that was co-created with students. [ABSTRACT FROM AUTHOR]

Background Writing a Bachelor thesis is the last step in obtaining a university degree. The thesis may be job- or research-orientated, but it must demonstrate certain degree-level competences. Rubrics are a useful way of unifying the assessment criteria. Objectives To design a system of rubrics for assessing the competences associated with the Bachelor thesis of a nursing degree, to examine the system's reliability and validity and to analyse results in relation to the final thesis mark. Design Cross-sectional and psychometric study conducted between 2012 and 2014. Settings Nursing degree at a Spanish university. Participants Twelve tutors who designed the system of rubrics. Students (n = 76) who wrote their Bachelor thesis during the 2013–2014 academic year. Methods After deciding which aspects would be assessed, who would assess them and when, the tutors developed seven rubrics (drafting process, assessment of the written thesis by the supervisor and by a panel, student self-assessment, peer assessment, tutor evaluation of the peer assessment and panel assessment of the viva). We analysed the reliability (inter-rater and internal consistency) and validity (convergent and discriminant) of the rubrics, and also the relationship between the competences assessed and the final thesis mark. Results All the rubrics had internal consistency coefficients >0.80. The rubric for oral communication skills (viva) yielded inter-rater reliability of 0.95. Factor analysis indicated a unidimensional structure for all but one of the rubrics, the exception being the rubric for peer assessment, which had a two-factor structure. The main competences associated with a good quality Bachelor thesis were written communication skills and the ability to work independently. Conclusion The assessment system based on seven rubrics is shown to be valid and reliable. Writing a Bachelor thesis requires a range of degree-level competences and it offers nursing students the opportunity to develop their evidence-based practice skills. [ABSTRACT FROM AUTHOR]

Summary Background Writing a bachelor thesis (BT) is the last step to obtain a nursing degree. In order to perform an effective assessment of a nursing BT, certain reliable and valid tools are required. Objectives To develop and validate a 3-rubric system (drafting process, dissertation, and viva) to assess final year nursing students' BT. Design A multi-disciplinary study of content validity and psychometric properties. The study was carried out between December 2014 and July 2015. Settings Nursing Degree at Universitat Jaume I. Spain. Participants Eleven experts (9 nursing professors and 2 education professors from 6 different universities) took part in the development and content validity stages. Fifty-two theses presented during the 2014–2015 academic year were included by consecutive sampling of cases in order to study the psychometric properties. Methods First, a group of experts was created to validate the content of the assessment system based on three rubrics (drafting process, dissertation, and viva). Subsequently, a reliability and validity study of the rubrics was carried out on the 52 theses presented during the 2014–2015 academic year. Results The BT drafting process rubric has 8 criteria (S-CVI = 0.93; α = 0.837; ICC = 0.614), the dissertation rubric has 7 criteria (S-CVI = 0.9; α = 0.893; ICC = 0.74), and the viva rubric has 4 criteria (S-CVI = 0.86; α = 8.16; ICC = 0.895). Conclusion A nursing BT assessment system based on three rubrics (drafting process, dissertation, and viva) has been validated. This system may be transferred to other nursing degrees or degrees from other academic areas. It is necessary to continue with the validation process taking into account factors that may affect the results obtained. [ABSTRACT FROM AUTHOR]

Doctor of Nursing Practice (DNP) students lack sufficient opportunities to practice writing. Students and faculty require clear expectations and consistent feedback to improve skills. This study evaluated a rubric-driven scientific writing development program. A mixed methods design was used. The study was conducted in a post-Master's DNP Program. The sample included DNP students and faculty. The intervention was delivered to 10 students and writing proficiency was assessed over five semesters. Overall doctoral project quality and rigor were assessed at the end of the program and compared to a similar group of students (n = 20). Seven faculty and eight students participated in qualitative interviews. Performance improved from Semesters 1 to 5; and though quality and rigor did not differ, the intervention group's final papers were more efficiently written with approximately 17 fewer pages and an average review time of eight fewer minutes than the comparison group. Participants identified the rubric, feedback, and scaffolding as helpful program components. Scientific writing development is essential to DNP education. The intervention improved skill performance and writing efficiency. • Most doctoral nursing students require development in multiple skill areas. • The SWA is a useful coaching tool for student and faculty development. • Scientific writing skill increased from 82% to 95% of desired skills. • Students and faculty appreciated rubrics, feedback, and scaffolding the most. • Scoring the intervention group's efficiently written papers took less time. [ABSTRACT FROM AUTHOR]

Summary: This research evolved out of the need to examine the validity and inter-rater reliability of a set of performance-based scoring rubrics designed to measure competencies within the operating suite. Method: Both holistic and analytical rubrics were developed aligned to the ACORN Standard [Australian College of Operating Room Nurses Standard NR4, 2004. ACORN Competency Standards for Perioperative Nurses: Standard NR4: The Instrument Nurse in the Perioperative Environment. Australian College of Operating Room Nurses Ltd, Adelaide] and underpinned by the Dreyfus model (1981). Three video clips that captured varying performance of nurses performing as instrument nurses in the operating suite were recorded and used as prompts by expert raters, who judged the performance using the rubrics. Results: The study found that the holistic rubrics led to more consistent judgments than the analytical rubrics, yet the latter provided more diagnostic information for intervention purposes. Despite less consistency, the Analytical Observation Form had sufficient construct validity to satisfy the requirements of criterion referencing as determined by the Item Separation Index (), including high internal consistency and greater inter-rater reliability when average ratings were used. Conclusion: The study was an empirical investigation of the use of concomitant Analytical and Holistic Rubrics to determine various levels of performance in the operating suite including inter-rater reliability. The methodology chosen was theoretically sound and sufficiently flexible to be used to develop other competencies within the operating suite. [Copyright &y& Elsevier]

The undergraduate thesis evaluation process is one of the most prevalent weak points in universities; the literature indicates the need to orient undergraduate thesis evaluators through specific training initiatives. The aim of this study was to analyze the discrepancies between the grades awarded by undergraduate thesis supervisors and by the panel of faculty examiners, and the effect of training targeted to faculty members. A cross-sectional study was performed during the 2015–2016 academic year in a Spanish Nursing School. We analyzed the mean grades from undergraduate thesis evaluation rubrics and the effects of a professional training course on the evaluation process. A total of 920 rubrics were analyzed. There were significant differences between the 460 grades awarded by the panel (7.63/10.0, standard deviation [SD] 1.57) and the 460 awarded by undergraduate thesis supervisors (8.62/10.0, SD 1.51). The results of the multivariate analysis of variance revealed significant differences according to participation in the training course, with a moderate effect size (ɳ2p = 0.063). A training initiative targeted to faculty involved in developing and evaluating undergraduate thesis reduces subjectivity and enhances fairness and quality in student evaluations. • The evaluation of undergraduate theses based on rubrics is somewhat subjective. • Faculty education may affect grades awarded for undergraduate theses evaluations. • The type of research project may also interfere with equity in undergraduate theses evaluation. • Undergraduate theses supervisors tend to be more benevolent than examiner panels in grading. • A training course can enhance fairness and quality in the evaluation of undergraduate theses. [ABSTRACT FROM AUTHOR]