Validity of Rubrics for Team-Based Learning in Dental Hygienist Education in Japan

Abstract

Purpose: This study aimed to determine the validity of rubrics for team-based learning (TBL) classes in dental hygienist education. Rubrics are learning achievement evaluation criteria that provide a learning support system with high equity, equality and objectivity. In this study, we adopted rubrics for grading students in TBL classes instead of peer evaluation, and evaluated its validity and effectiveness. Methods: Subjects were 25 second-year dental hygienist students in a medical ethics course. Eight classes were held during the semester: two classes with a traditional face-to-face teaching style, and five classes with a TBL style. In the last class, the students wrote a term paper about what they learned in the class and evaluated their learning achievement according to the criteria in a rubric table. During the TBL classes, students were graded using an individual readiness assurance test (IRAT), group readiness assurance test (GRAT), and self-evaluation of their level of contribution to group discussion and preparatory study. The term paper was also scored. Correlations of these scores and the results of the rubric evaluation were analyzed. Results: The rubric scores showed a significant positive correlation with all other scores excepts for the GRAT. Multiple regression analysis using the rubric scores as the criterion variable and the other scores as the explanatory variables showed a significant association between the rubric scores and the other scores. Conclusion: These results indicate the effectiveness of the evaluation points and criteria in the rubric table and the validity of the rubric scores for this course.