Using a rubric, students develop a clear sense of what is required of them on a given assignment. A rubric outlines details such as the length of the assignment, the content, which is important in directing students on what would be relevant or irrelevant if covered (Helvoort 2010, p.27). The rubric is also gives instructions on the referencing requirements.
Perhaps the most important use of the rubric is its use as an instrument that defines the standards in every assignment (Hauser and Bowen, 2009). This is such that, by going through the rubric, the student is made aware of what they need to do to garner scores within the highest score brackets. The rubric outlines the way one has to arrange their thoughts in order come up with a paper that attracts good grades, the proper way to reference their work and the grammatical demands (Hauser and Bowen, 2009). In this, tutors are able to aid their students to grasp the standards of the profession (Oakleaf, 2008 p.245) in a concise manner. In addition, students can understand their grades by going through the rubric to discover costly omissions and commissions that marred their ability to score the grades they were aiming for.
An effective rubric applies the use of the following three domains. The first, the affective domain, addresses the intersect between the values and beliefs of patients and nurses, and how these apply to the treatment regimen. Secondly is the cognitive domain, addressing the extent of knowledge of nurses. This domain has to do with analysis and application of what is known to the nurse. Finally is the psychomotor domain, addressing the technical skills at the nurse’s disposal (Cecilia, 2013). These domains have to be incorporated into the rubric as demonstrated.
A good rubric, according to Oakleaf (2008, p.254) is in synchrony with the learning objectives of the course. This tests the retention and application abilities of the students, that is the cognitive skills of learners. In ...Show more