ArticleJournal of medical education and curricular development
A Retrospective Cohort Analysis Comparing Analytic and Holistic Marking Rubrics in Medical Research Education.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThe use of analytic rubrics in assessing and grading students' performance has become more prominent among instructors due to its reliability and validity in ensuring consistency in student evaluation. However, there is limited evidence demonstrating the consistency of examiner judgments between analytic marking rubrics and holistic marking rubrics.
methodsTherefore, we aimed to compare the consistency of marks given using holistic marking methods and analytic rubrics at an Australian university by analyzing the mean mark differences and number of adjudications between two rubric types as well as the inter-rater reliability between two assessors. We analyzed all scores for project manuscripts between 2016 and 2021 for Honours medical students. We compared the mean mark differences graded using the Kruskal-Wallis test and Welch
resultsWe found that analytic rubrics have lower mean mark differences and fewer adjudicators are required. We showed a strong positive association between the consistency of marks given and the use of analytic rubrics when compared to holistic marking. Pearson correlation showed a low but stronger correlation between marks awarded by the two assessors when analytic rubrics were used (
conclusionsOur findings suggest that the use of analytic rubrics may increase the consistency and reliability between two independent examiners in marking medical students' work.
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