Vol - 25, Issue - 1
About the Journal
[This article belongs to Volume - 25, Issue - 1]
International Medical Journal
Journal ID : IMJ-29-12-2019-104
Total View : 257

Abstract : Most often assessing students' performance offers meaningful learning experiences to educators who take part in this process as well as for students. The main objective of the current survey was to investigate university's educators' attitudes towards using rubrics in assessing students' performance. This was a cross-sectional, non-experimental research design that carried out on a representative sample of male and female university teaching staff at Najran University, during the period from January, 2019 to October, 2019. By adopting a purposive sampling technique, a total of 146 faculty members from two major studying fields (medical & non-medical) had been recruited to participate in the current study. A structured self-administered online questionnaire was utilized for collecting data. The findings revealed that the majority (60%) of the respondents have positive attitudes towards using rubrics as tools for assessing the students' performance. Additionally, the results show that there were no significant differences among faculty teachers attributed to their academic titles (P-value= 0.514) as well as to their years of experience (P-value =0.668). In contrast, a significant statistical difference between faculty members attributed to their gender (P-value = 0.001*) as well as to their department affiliation (P-value = 017*) in favor for the medical staff respectively. The key findings show that rubrics make the assessment process more valid and reliable; therefore, would be significant tools for assessing students' performance as well as the possibility to facilitate valid judgment of complex competencies

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