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Abstract

With business schools receiving pressure to demonstrate assurance of student learning in critical skills like communication, it becomes imperative for programs to gain leverage from course activities that can both provide formative feedback and aid in assessment. The focus of this paper is on the grading rubric; first, developing a conceptual model of how it might be used for course embedded assessment to achieve both writing improvement and assessment. Additionally, this paper will share a case study, including some tentative conclusions, of adopting a common rubric of its use in a particular course.

Volume

3

Issue

1

First Page

73

Last Page

81

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© Fort Hays State University

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