We typically don’t use rubrics for grading as part of behavior analytic classroom curricula, but analytic rubrics could be an efficient way to standardize grading and provide feedback on writing skills for learners at all levels. Rubrics can be developed with the specific learning objectives used in instruction and will set clear expectations for learners about the criteria for mastery performance.
The conclusions that can accurately be drawn are quite limited; we can only say that active learning (as an umbrella term) was generally more effective than lecture (as an umbrella term). However, we cannot pinpoint why active learning courses were generally more effective nor can we make claims that any specific type of active learning (e.g., group discussions, flipped classes, inquiry-based learning) is effective. We also cannot say that lecture is ineffective. For specific conclusions to be drawn (e.g., those relating to which forms of active learning are most effective), we need a systematic study of this approach by isolating and comparing defined and unambiguous features of active learning implementations.
