RUBIQUANT: An Intelligent Computational Framework for Governed Rubric Assessment Using the Adaptive Weighted Penalty Model

Authors

  • Mohamad Irwan Pandapotan Harahap University of Technology Malaysia image/svg+xml

Keywords:

rubric assessment, decision support system, computational assessment, educational technology, formative evaluation

Abstract

Rubric-assessment approach is commonly adopted in tertiary institutions, but the application of such assessment technique continues to be inconsistent due to manual computation of scores, assessor subjectivity in marking, and lack of transparency in the calculation of marks. This paper outlines the development and adoption of RUBIQUANT, an automatic rubric assessment approach, implemented in Microsoft Excel and Visual Basic for Applications, for governed and traceable mark computation. The system is based on the Adaptive Weighted Penalty Model and was iteratively designed from the experience obtained from real academic usage within four successive semesters.

References

Bearman, M., Dawson, P., Ajjawi, R., Tai, J., & Boud, D. (2020). Re-imagining University Assessment in a Digital World. Assessment & Evaluation in Higher Education, 45(7), 1021–1033. https://doi.org/10.1080/02602938.2020.1776897

Bloxham, S., Den-Outer, B., Hudson, J., & Price, M. (2016). Let’s Stop the Pretence of Consistent Marking: Exploring the Multiple Limitations of Assessment Criteria. Assessment & Evaluation in Higher Education, 41(3), 466–481. https://doi.org/10.1080/02602938.2015.1024607

Brookhart, S. M. (2018). How to Create and Use Rubrics for Formative Assessment and Grading. ASCD.

Guskey, T. R. (2007). Closing Achievement Gaps: Revisiting Benjamin S. Bloom’s “Learning for Mastery.” Journal of Advanced Academics, 19(1), 8–31.

Harden, R. M. (2002). Developments in Outcome-based Education. Medical Teacher, 24(2), 117–120. https://doi.org/10.1080/01421590220120669

Ifenthaler, D., & Yau, J. Y.-K. (2020). Utilising Learning Analytics for Study Success: Reflections on Current Empirical Findings. Research and Practice in Technology Enhanced Learning, 15, 1–17. https://doi.org/10.1186/s41039-020-00142-z

Jonsson, A., & Svingby, G. (2007). The Use of Scoring Rubrics: Reliability, Validity and Educational Consequences. Educational Research Review, 2(2), 130–144. https://doi.org/10.1016/j.edurev.2007.05.002

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An Argument for AI in Education. Pearson.

Nielsen, J. (1994). Usability Engineering. Academic Press.

Panadero, E., & Jonsson, A. (2020). A Critical Review of the Arguments against the Use of Rubrics. Educational Research Review, 30, 100329. https://doi.org/10.1016/j.edurev.2020.100329

Panko, R. R. (2008). What We Know about Spreadsheet Errors. Journal of End User Computing, 10(2), 15–21.

Power, D. J. (2002). Decision Support Systems: Concepts and Resources for Managers. Quorum Books.

Reddy, Y. M., & Andrade, H. (2010). A Review of Rubric Use in Higher Education. Assessment & Evaluation in Higher Education, 35(4), 435–448. https://doi.org/10.1080/02602930902862859

Richey, R. C., & Klein, J. D. (2007). Design and Development Research: Methods, Strategies, and Issues. Lawrence Erlbaum Associates.

Shim, J. P., Warkentin, M., Courtney, J. F., Power, D. J., Sharda, R., & Carlsson, C. (2002). Past, Present, and Future of Decision Support Technology. Decision Support Systems, 33(2), 111–126. https://doi.org/10.1016/S0167-9236(01)00139-7

Suskie, L. (2018). Assessing Student Learning: A Common Sense Guide (3rd ed.). Jossey-Bass.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic Review of Research on Artificial Intelligence Applications in Higher Education. International Journal of Educational Technology in Higher Education, 16, 39. https://doi.org/10.1186/s41239-019-0171-0

Downloads

Published

2026-09-05