Western Governors University's assessment quality rubrics: high standards for assessments in CBE programs. Issue 2 (9th August 2016)

• Record Type: Journal Article
• Authors: DeMark, Sarah
• Is Part Of: Journal of competency-based education. Volume 1:Issue 2(2016)
• Page Start: 85
• Page End: 89
• Publication Date: 2016-08-09
• Subjects: assessment -- competency‐based education -- quality control; Competency-based education -- Periodicals; 371.3
• DOI: 10.1002/cbe2.1015
• Languages: English
• ISSNs: 2379-6154

Abstract

Abstract : Background: All students deserve high‐quality assessments that are balanced and reliable. For CBE programs in particular, assessments serve a key function in enabling students to demonstrate their competence and thereby advance through a curriculum at their own pace. Aims: This article presents two assessment quality rubrics that Western Governors University (WGU) has used effectively to guide the high‐quality development and maintenance of assessments across academic fields. The rubrics are offered to be of use to others in the field, specifically to assist CBE programs in establishing and maintaining high standards of assessment quality. Methods: The standards presented in the rubrics were developed by a wide range of faculty, assessment developers, psychometricians, industry experts, and others working together at WGU to establish a shared understanding of quality. Findings: The two rubrics presented are similar overall, but have some differences. The first is designed for objective assessments: those whose scoring is automated in some way. The second rubric is designed for performance assessments: those whose scoring is completed by people (often with the use of a rubric), usually in relation to presentations or projects. Conclusion: CBE programs have become increasingly prevalent over the past several years. As these programs continue to grow, it is crucial that the field maintain high standards of quality.