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Board # 9 :"Blinded" Grading Rubrics for Bioengineering Lab Reports (Work in Progress)

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Biomedical Division Poster Session

Tagged Division

Biomedical

Page Count

9

Permanent URL

https://peer.asee.org/27951

Download Count

29

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Paper Authors

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Yanfen Li University of Illinois, Urbana-Champaign

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Yanfen Li is a Ph.D student in the Department of Bioengineering at the University of Illinois at Urbana-Champaign working under Dr. Kris Kilian. Her research focus is on biomaterials and tissue engineering.

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Philip A. Jensen Rocky Mountain College

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Paul Anthony Jensen University of Illinois, Urbana-Champaign

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Paul Jensen is a Research Assistant Professor at the University of Illinois at Urbana-Champaign in the Department of Bioengineering and the Carl R. Woese Institute for Genomic Biology.  He received bachelor degrees in chemical and biomedical engineering at the University of Minnesota and a Ph.D. in biomedical engineering from the University of Virginia. Paul completed postdoctoral training at Boston College before joining the University of Illinois in 2016.

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Karin Jensen University of Illinois, Urbana-Champaign

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Karin Jensen is a Teaching Assistant Professor in bioengineering at the University of Illinois at Urbana-Champaign. At UIUC she teaches undergraduate courses and serves as an academic advisor. Before joining UIUC she completed a post-doctoral fellowship at Sanofi Oncology in Cambridge, MA. She earned a bachelor's degree in biological engineering from Cornell University and a Ph.D. in biomedical engineering from the University of Virginia.

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Abstract

Work in Progress: “Blinded” grading rubrics for bioengineering lab reports

Large introductory laboratory courses are often assessed with a large number of written assignments requiring multiple graders. Consistency between graders for lab reports is an important issue for both students and instructors in order to maintain accuracy and fairness. This challenge is enhanced by the need for graduate student teaching assistants who often receive limited instruction on grading and have little or no experience grading technical writing documents. When presented with detailed rubrics, graders have preconceived notions about the definitions of “satisfactory” or “unsatisfactory” or similar descriptors and how these evaluations equate to a numeric grade. Even detailed rubrics that provide point designations for each item can result in inconsistent grading if graders have a preconceived notion of the overall score range that a report should fall into. To address these challenges, we propose using a “blinded” rubric where graders are encouraged to assess assignments only by qualitative descriptions on a rubric and not assign quantitative scores or points. Pre-assigned point designations for each statement on the rubric are then applied after the grader has evaluated all the reports. We hypothesize that this process will increase inter-grader consistency, increase grader confidence in evaluating work, and reduce overall grading time. We piloted this approach in a sophomore bioengineering laboratory course that employed three graduate student teaching assistants. Our preliminary results indicate that grader consistency increased using the blinded rubric system. Graders also reported greater confidence in their assessments. Further, graders reported spending less time grading assignments when they were asked only to select qualitative statements and not assign quantitative point values for their selection on the rubric. We are currently assessing student perceptions of this grading process, including fairness of the system and whether or not blinding graders to the initial point designations will encourage student-grader conversations to focus on the evaluations instead of points deducted.

Li, Y., & Jensen, P. A., & Jensen, P. A., & Jensen, K. (2017, June), Board # 9 :"Blinded" Grading Rubrics for Bioengineering Lab Reports (Work in Progress) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27951

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