Rubric-Based Grading in Online Project-Based Learning

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DOI: https://doi.org/10.63345/ijre.v14.i10.4

Prof. (Dr) Punit Goel

Maharaja Agrasen Himalayan Garhwal University

Uttarakhand, India

orcid- https://orcid.org/0000-0002-3757-3123

Abstract
Rubric-based grading in online project-based learning (PBL) environments has garnered significant attention for its potential to address long-standing challenges in assessment transparency, consistency, and learner engagement. This enhanced abstract elaborates on the context, methods, findings, and implications of implementing analytic rubrics in a fully online engineering design course. We conducted a convergent mixed‑methods study involving 120 undergraduate engineering students and five instructors. The analytic rubric, comprising five well-defined criteria—Problem Definition, Technical Solution, Prototype Quality, Documentation, and Reflection—was iteratively developed through collaborative workshops and expert validation. Quantitative analyses revealed consistently high inter‑rater reliability (Cronbach’s α = .89–.93; ICC = .88–.92) across three project assignments, indicating robust consistency in scoring. Qualitative data from focus groups and reflective journals highlighted that students perceived rubric use as enhancing fairness, clarifying expectations, and promoting self‑regulated learning behaviors. Instructors reported an initial increase in rubric development workload (approximately 6–8 hours per rubric) but observed a 20% reduction in grading time per project over the semester. Iterative rubric refinement—driven by thematic feedback on descriptor clarity and performance level granularity—further improved reliability and user satisfaction. Key recommendations include embedding rubric training into instructor professional development, adopting a cyclical rubric refinement process, and exploring technological supports such as rubric‑integrated learning management system (LMS) tools. This study contributes empirical evidence to the PBL and online assessment literature by demonstrating that thoughtfully designed and continuously refined analytic rubrics can foster equitable, transparent, and pedagogically rich assessment practices in digital learning contexts.

Keywords
Rubric-Based Grading, Online Learning, Project-Based Learning, Assessment Reliability, Student Engagement

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