Rubric Scales: How a ‘Zero’ Scoring Option May Alter Rater Choices

Abstract

This article presents findings for an empirical study of how faculty raters respond to the scale values adopted for programmatic assessment rubrics. Analysis highlighted a statistically significant increase in the frequency with which the lowest score was assigned when the lowest score was one, rather than zero. Since the use of zero as a scoring option is common for rubrics used in assessment carried out in higher education, questions are raised about the potential impact on assessment results of relatively subtle changes in rubric design and, ultimately, on closing the loop activities proposed in response to programmatic assessment results.