Validity evidence to explore the educational impact for using a single-point rubric in Interprofessional Education

Abstract

Introduction: Many interprofessional (IP) assessments and instruments were developed and utilized in Interprofessional Education (IPE). However, few studies regarding IPE are about the impact of assessments and instruments to support student learning, teaching, and decision making (Jill Thistlethwaite et al., 2015). In this thesis, the single-point rubric (Gonzalez, 2015) was developed and validated to explore its educational impact to support learning and teaching. A single-point rubric contains the expected performance criteria and a separated area to construct narrative feedback regarding the pros and cons of performance. The research question is: To what degree does the single-point rubric support student learning and facilitators to construct feedback within the context of IPE? Methods: I tested the single-point rubric in an IP foundational and elective courses. Course developers and I worked together to approve the criteria in the single-point rubric which were consistent with the learning objectives of the IP assessments. Kane’s validity framework guided the whole validation process in this thesis. First, I created the hypotheses (i.e. Interpretation/Use Arguments - IUAs) of the impact of using the single-point rubric in several IP assessments. Then, I determined the data sources of the validity evidence to support IUAs. The collected validity evidence was the data from stakeholder surveys, interviews/focus groups, and the completed single-point rubrics. After collecting, synthesizing, and appraising the data, I supported, rejected, or revised the IUAs and formulated the final validity arguments corresponding with the proposed IUAs. Results: The facilitators could use the single-point rubric to provide structured and potentially helpful feedback, and they followed most of the orientation principles to use the rubric. However, some facilitators did not provide suggestions for improvement to students, even though it is one of the principles of using the rubric. The students agreed with the feedback and could identify the strengths and weaknesses of the performance from the feedback. With suggestions from the facilitators and students’ engagement with the feedback, students could utilize the directions for improvement in future IP learning. Conclusion: The single-point rubric has the potential to help construct helpful narrative feedback to students, and students could use the feedback to support future learning.