Abstract:

Definitions for the word “rubric” abound, but basically, the rubrics are documents that describe varying levels of performance from excellent to poor and show where on that scale a student is achieving a particular learning standard, goal or objective. The use of a rubric with specific criteria and proficiency levels is highly desirable for evaluating a multidimensional task [1]. When used as teaching tools, rubrics not only make the instructor’s standards and resulting grading explicit, but they can give students a clear sense of what the expectations are for a high level of performance on a given assignment, and how they can be met [1]. According to some authors the use of rubrics can be most important when the students are novices with respect to a particular task [2]. Rezaie and Lovorn [3] also indicated that using rubrics may not improve the reliability or validity of assessment if raters are not well trained on how to design and employ them effectively.

The purpose of this study was to compare the effectivity of different rubrics designed as tools for assessment of students in laboratory practices of Biochemistry from diverse university degrees (Chemistry, Food Science and Technology and, Agricultural Engineering) during the academic year 2013-14. It was also pretended to determine the style of rubric more adequate for the students depending on the level (first, second or third course). In this experience, three rubrics were analyzed by means of students' satisfaction surveys. Moreover, students’ perspective about the formative activity was also revised. Students were asked to make an assessment of both the formative activity carried out and the use of rubric for their evaluation. Each questionnaire contained several items that had to be rated from 1 to 5 (ranking the degree of satisfaction as 1 not all; 2, poor, 3 average, 4 fair and 5 high). Resulting data showed that students independently of the level or degree, considered positively the use of rubrics as a useful tool for the development and establishment of evaluating criteria for the formative activity. Furthermore, these students also valued globally the practices of laboratory as very satisfactory or satisfactory. Specific differences in the students' responses to the items of the survey between the different levels and studies were analyzed redesign the rubrics and to improve the formative activity.

Acknowledgements:
We thank financial support by Vicerrectorado de Profesorado y de Personal de Administración y Servicios de la Universidad de Burgos (Proyecto de Innovación Educativa y Mejora Docente 2012/2015).

References:
[1] Allen, D. and Tanner, K. (2006). Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners. CBE-Life Sciences Education. 5, pp 197-203.
[2] Bresciani, M. J., Zelna, C. I. and Anderson, J. A. (2004). Criteria and rubrics. In: Assessing Student Learning and Development: A Han-book for Practitioners, Washington, DC: National Association of Student Personnel Administrations, pp 29-37.
[3] Rezaei, A. L. and Lovorn, M. (2010). Reliabiity and validity of rubrics for assessment through writing. Assessing writing, 15, pp 18-39.

Keywords:

Assessment, Biochemistry, laboratory practice, rubric.