Rubrics as an Analytical Tool for Indian Business Schools with Conceptual Model using SEM

Tremendous growth in higher education systems world over in the past two decades has brought to the fore issues of quality in curriculum design, delivery, assessment and overall learning. Innovative and new pedagogy have attracted a lot of attention, and conventional teaching methods such as lectures have been back-stage. Case based teaching is inherent in graduate level business programmes as it offers ample additional pedagogical opportunities. It also provides a comprehensive and holistic view of management. Although an effective teaching method, assessments in the case based approach presents several challenges to the instructor as the responses provided by the students cannot be evaluated objectively. This demands an assessment process that reduces subjectivity and standardizes the grading with a conceptual framework designing through proper modeling SEM.

Rubrics are an objective assessment instrument that provides a framework for identifying various learning dimensions on a topic and stipulating a grading scale for each dimension including the part of education, we need to quantify both the impact in education and learning outcome through this model. This study presents the process of developing and applying rubrics to assess students' performance in a course taught using cases and development of conceptual framework. The results from the experience indicate that rubrics are not only an effective assessment tool but also provide a large amount of data that could be analyzed to provide appropriate feedback to students, moreover it would quantify the learning and academic outcome. Continuous improvements in curriculum and pedagogy are also supported by the data generated from such assessments. Also, effective use of rubrics facilitates instructors and administrators to know about the quality of the programme and the effectiveness of the course and its pedagogy. This reiterates that use of rubrics for grading cases enhances the potential of case based teaching.