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.
© Fort Hays State University
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Tocco, Anthony; Sasse, Craig; and White, Tumer
"Rubrics, Writing Improvement, and Assessment: Gaining Leverage For Business Programs,"
Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012): Vol. 3:
1, Article 10.
Available at: https://scholars.fhsu.edu/jbl/vol3/iss1/10