A study of the n/a/r (narrative/analysis/research) rubric as an  (Page 4/7)

Rubrics should communicate the instructor’s expectations to meet the standards of the course’s assignments. Furthermore, a rubric may be used to define the expected performance levels for online discussions. The N/A/R rubric differs from one used to measure performance in the traditional classroom. While the creation of rubrics can be time consuming, students and teachers are better able to understand expectations for an assignment when evaluation criteria are provided at the time a task is assigned. Conrad and Doanldson (2004) emphasized a rubric clearly specifies the expectations for the activity and the effort required by the student to achieve a desired score.

The importance of feedback through online assessment must be part of this review. In examining the literature concerning online assessment, Dereshiwsky (2001) stated that online assessment is characterized by timely, efficient, and detailed individual feedback to students. Furthermore, Hatlie (1999) felt assessment has such a significant impact on e-learning that it has been described as the most powerful single moderator that enhances achievement. A study of the core principles of assessment indicate that to benefit student learning, assessment feedback needs to be:

• Constructive – that is, in addition to highlighting the strengths and weaknesses of a given piece of work, it needs to set out ways in which the work can be improved.
• Timely – that is, it needs to be given while the work that has been assessed is still fresh in a student’s mind and before the student moves on to subsequent tasks.
• Meaningful – that is, to target individual needs, to be linked to specific assessment criteria, and to be received by a student in time to benefit subsequent work ( Core principles of assessment , 2009).

Feedback follows these points, aiding students to think analytically regarding their work and to reflect on what they need to do to improve it. It can encourage students to see their learning in new ways and to gain increased performance and satisfaction.

In a general context, whether in the online or traditional classroom environment, assessment drives learning. What is needed is continued exploration of online education as a means of facilitating instruction, constructing knowledge and skills, and assessing learning in order to improve the online classroom experience (Henry et al, 2004).

Methodology

Participants in the survey study were students in educational administration (EDAD) online courses at a small private university in the Midwest. These participants were graduate level students who had taken the EDAD courses as part of their completion of the Masters of Education degree program or the course fulfillment for their principal’s license.

Ninety-one students were sent the online survey. Thirty-nine students completed the survey for a return percentage of 43%.

The study was designed to examine the EDAD student’s perceptions regarding the Narrative/Analysis/Research (NAR) Rubric as an instructional tool in online courses. The following questions guided the research: