RUME 28
2026
Alexandria, Virginia
A Collaborative Rubric Development and Scoring Program
Page: 1325
All faculty members teaching a coordinated precalculus course collaborated on a rubric development and scoring program to address the need for grading consistency across all sections. The course learning outcomes include students solving multi-step applied problems and clearly communicating their solutions, so the course had a large amount of written work to be graded. Developing the ability of faculty members to write task-specific rubrics and implement them consistently is of important practical concern. The literature indicates that achieving grading consistency can be challenging but enhanced by using task-specific rubrics and rater training. We implemented a structured rubric development and scoring program on four rounds of scoring student solutions (n = 147) to assessment tasks. The literature indicates that faculty time constraints can be a barrier to implementation. However, the literature does not seem to adequately address how, after an initial investment, rubric use can become routine. We seek to investigate the following research question: after instructors invest time in rubric development and training, how does the time needed for rubric implementation change?