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Concordance Within an RN to BSN Program: Standardized Writing Assessment Rubrics
Miriam R B Abbott1, Peggy Shaw
1About the Authors Miriam R. B. Abbott, MA, is an assistant professor, and Peggy Shaw, MSN/ED, RN, is an associate professor, Mount Carmel College of Nursing, Columbus, Ohio. For more information, contact Ms. Abbott at mabbott@mccn.edu.
Nursing Education Perspectives
|July 12, 2018
Summary
Standardized rubrics enhance writing assessment consistency for nurse educators. A hybrid approach balances objective criteria with instructor flexibility, preserving academic freedom while ensuring clear student expectations.
Area of Science:
- Nursing Education
- Academic Assessment
- Writing Instruction
Background:
- Standardized rubrics for writing assessment can improve consistency in nurse educator expectations.
- However, standardization may conflict with faculty academic freedom.
Purpose of the Study:
- To propose an innovative rubric system that balances assessment consistency with academic freedom.
- To enhance writing assessment in nursing education.
Main Methods:
- Development of a hybrid standardized rubric system.
- The system includes standardized objective assessment areas.
- It also incorporates areas for individualized instructor determination.
Main Results:
- A hybrid rubric system offers a compromise between standardization and academic freedom.
- Nurse educator communities can achieve better concordance in writing assessment expectations.
- Students benefit from consistent expectations for writing skills.
Conclusions:
- A hybrid standardized rubric effectively addresses the need for consistent writing assessment in nursing education.
- This approach supports faculty academic freedom while improving student learning outcomes.
- The proposed system fosters a collaborative environment for nurse educators.
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