Abstract
<p>The rapid growth in Internet technologies has led to a proliferation in the number of Open Educational Resources (OER), making the evaluation of OER quality a pressing need. In response, a number of rubrics have been developed to help guide the evaluation of OER quality; these, however, have had little accompanying evaluation of their utility or usability. This article presents a systematic review of 14 existing quality rubrics developed for OER evaluation. These quality rubrics are described and compared in terms of content, development processes, and application contexts, as well as, the kind of support they provide for users. Results from this research reveal a great diversity between these rubrics, providing users with a wide variety of options. Moreover, the widespread lack of rating scales, scoring guides, empirical testing, and iterative revisions for many of these rubrics raises reliability and validity concerns. Finally, rubrics implement varying amounts of user support, affecting their overall usability and educational utility.</p>
Highlights
Open Educational Resources (OER) are online teaching, learning, and research resources that can be freely accessed, adapted, used, and shared to support education (U.S DoE, 2010)
We conducted a search for rubrics designed to evaluate OER over a six-month period, ending in April 2014
As many resulting articles did not propose a rubric and some resulting rubrics were not designed for evaluating OER quality, we established the following inclusion criteria
Summary
Open Educational Resources (OER) are online teaching, learning, and research resources that can be freely accessed, adapted, used, and shared to support education (U.S DoE, 2010). Rubrics are widely used in education to help guide people’s evaluation of a variety of constructs, including students’ writing performances, the quality of research projects, and the quality of educational resources (Bresciani et al, 2009; Custard & Sumner, 2005; Rezaei & Lovorn, 2010). Researchers and developers have taken different approaches to improving the performance of rubrics, such as evaluating the validity and reliability of rubrics through empirical testing, and improving the utility of rubrics by providing user support (Colton et al, 1997; Moskal & Leydens, 2000; Wolfe, Kao, & Ranney, 1998). Rezaei and Lovorn (2010) argued that without appropriate user support, the use of rubrics may not necessarily improve the reliability or validity of assessment
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