Validation of Rubric Evaluation for Programming Education

Abstract

In evaluating the learning achievement of programming-thinking skills, the method of using a rubric that describes evaluation items and evaluation stages is widely employed. However, few studies have evaluated the reliability, validity, and consistency of the rubrics themselves. In this study, we introduced a statistical method for evaluating the characteristics of rubrics using the goal question metric (GQM) method. Furthermore, we proposed a method for measuring four evaluation results and characteristics obtained from rubrics developed using this statistical method. Moreover, we showed and confirmed the consistency and validity of the statistical method using the GQM method of the resulting developed rubrics. We show how to verify the consistency and validity of the rubric using the GQM method.

1. Introduction

Systematic evaluation of the learning achievement of programming-thinking skills for young people is important in programming education. Multiple evaluation criteria have been considered as methods for evaluating programming-thinking skills. Among them, rubrics have been proposed as a method for evaluating the learning achievement of programming-thinking skills [1,2,3,4].

A rubric is a method for evaluating learning achievement that enables a step-by-step evaluation by setting evaluation criteria and evaluation items. Using rubrics, the evaluator can objectively and consistently evaluate.

Rubrics exist for several assessment targets and functions depending on the class format and content. There are rubrics for simple multiple-choice tests in classes, rubrics for free programming tasks created by students, and rubrics that automate the evaluation itself. However, few studies have considered the characteristics of these rubrics themselves and have evaluated and discussed them. It is difficult to improve the rubrics, consider the generality of the evaluation, and determine whether the rubrics can be used in various situations without considering the characteristics of these rubrics. Therefore, we examined the characteristics of a rubric to evaluate achievements in programming education and developed a statistical method to quantitatively evaluate it. Furthermore, we evaluated and analyzed rubrics and the results of the evaluation of programming education in those rubrics.

The research questions (RQs) based on this objective are listed below:

• RQ1: How do we identify statistical methods to assess the properties of rubrics?
• RQ2: How can rubrics be evaluated and analyzed to identify improvements?
• RQ3: By evaluating and analyzing the rubrics, can we confirm the generality of the evaluation?

Two contributions emerge from solving this research question. First, a system of evaluation and analysis of the rubrics themselves can be constructed, thereby facilitating improvement. Second, clarifying the characteristics of rubrics facilitates the creation of new rubrics with evaluation generality.

Section 1 provides an overview of the study and RQ. The remainder of this study is arranged as follows: Section 2 presents the background of the study. Section 3 presents how to evaluate the properties of the rubric. Section 4 describes the experiment and evaluation method. Section 5 presents a discussion of this study. Section 6 discusses related research. Section 7 presents a summary of this study and future works.

2. Backgrounds

2.1. Definition and Required Properties of Rubrics

This section defines the rubric. First, a rubric is a useful measure for assessing student achievement by describing and defining aims and achievement levels [1].

Rubrics exist for several assessment targets and require assessment functions depending on the class format and content. There are rubrics for simple multiple-choice tests in class, free programming assignments created by students, and automating the evaluation itself. With increase in various functions, the most important function of rubrics is evaluation; however, few studies have considered and evaluated the characteristics of the evaluation that rubrics perform. Therefore, we will evaluate the characteristics required of rubrics.

There are two required characteristics of rubrics. First, reliability to correctly evaluate the programming thinking ability as per the learning objectives regardless of the evaluation target. It is necessary to evaluate the learning achievement of programming-thinking skills for each evaluation item by following the evaluation items and stages [1] as per the evaluation purpose. Second, the consistency of the evaluation using rubrics. Using a rubric, there should be no difference and consistency in the evaluation regardless of the evaluator or evaluation target [2]. These properties produced the quality characteristics of rubrics and our statistical evaluation method.

2.2. Evaluating the Reliability of Rubrics

Kaiser–Meyer–Olkin (KMO) is used to demonstrate the validity of rubric assessments [2,5,6]. It helps in identifying factors of the rubric evaluation. Therefore, we employed it in this study.

Several studies on assessing the internal consistency of rubrics in programming and other topics exist [2,3]. Nathalia et al. confirmed the CodeMaster rubric using 88,812 app inventor projects [2]. Chen, et al. [3] used the rubric to evaluate code reading and assessed consistency. Cronbach’s alpha coefficient [7] was used to validate the rubrics in these studies. The studies of the rubric evaluation in several other fields have used Cronbach’s alpha coefficient [8,9]. Therefore, Cronbach’s alpha coefficient is a useful tool for assessing the reliability of rubrics and was employed in this study.

Section 3 describes the details of the KMO and Cronbach’s alpha coefficient.

2.3. About the Rubric to Be Evaluated

We proposed a rubric for evaluating the learning achievement of programming-thinking skills for young people from elementary to high school [4]. Here, we used an extended version of the proposed rubric. The evaluation perspectives of the rubric we created are divided in three major categories: programming-thinking skills (i.e., logical thinking about conditions, branches, and arrays), programming technical skills (i.e., such as coding and defining requirements), and computer use and social involvement. The reasons for these three categories are as follows. First, we divided the items related to programming in two categories. This is because we believe that skills related to thinking such as logical thinking about conditions, branches, and arrays, and technical skills, such as coding and defining requirements, are two different things. We added a section on how to use computers. Because this study evaluates programming-thinking skills, the “programming-thinking skills” item is the target.

Table 1. Example of Rubric.

Learning Perspective		Learning Goals
Category	Item	Stage 5	Stage 4	Stage 3	Stage 2	Stage 1
Thinking in the design and creation of the program	Subdivision of the problem	Can subdivide the problem, it is possible to make the solution and other things a subdivided problem	It can be divided into several smaller problems associated with major problems	It can be reduced from a big problem into smaller problems	It is possible to find one small problem from a big problem	Cannot subdivide the problem
	Analysis of events	It is the analysis of the events, the results of the analysis can be used in problem-solving and other things	Several factors (causes) related to an event can be found	You can find multiple factors (causes) for a certain event	You can find one factor (cause) about a certain event	Cannot analyze events

shows the examples of the evaluation items for programming-thinking skills. They include ““Sequence,” “Branch,” “Repetition,” “Variable,” “Array,” “Function,” “Recursion,” “Sort,” “Subdivision of the problem,” “Analysis of events,” “Extraction operation,” “Construction of the operation,” “functionalization,” “Generalization,” “Abstraction,” “inference,” “Logical algebra,” “operator,” and “Understanding of the program.” There are 19 items, which are set by referring to indicators such as CSTA K-12 computer science standards [10,11].

All items on the rubric used for validation are listed in the appendix (Appendix A, Appendix B and Appendix C).

3. Characteristic Evaluation Framework for Rubrics

3.1. Rubric Characterization Methods

The GQM method [12,13] was used to define a statistical method to quantitatively evaluate the required properties of a rubric. We applied this method because the GQM method leads to a quantitative statistical method for evaluating the desired properties; an example of the definition of a statistical evaluation method for the characteristics of a rubric is shown in Figure 1, and an overall view of the statistical method as applied and defined by the GQM method is shown in Figure 2. From Figure 2, the important aspects of the reliability of the evaluation of the rubric are set as questions to determine whether the evaluation results tally with the evaluation objectives. Furthermore, the evaluation results are summarized in a statistical method that is easy to understand.

Using the GQM method, the statistical methods for quantitatively evaluating the properties required in the rubric are defined and summarized in

Table 2. The properties required in the rubric were defined and summarized.

Name	Definition	Details
Factor correspondence rate	X = A/B	A: Number of factors in the rubric that matches the evaluation objective B: Number of concepts in the evaluation objective
Intrinsic Consistency	X = A/(A − 1) + (1 − B/C)	A: Number of items B: Total variance of each item C: Variance of the total score
Item Correlation	Xn = A − Bn	A: Overall alpha coefficient Bn: Alpha coefficient when the nth item is deleted

. The details of each statistical method are described in Section 3.

3.2. Factor Response Rate

The factor response rate is defined as a statistical method for determining whether the rubric-based evaluation tallies with the evaluation objectives. First, we measure the factors in the rubric items. By conducting factor analysis, we can measure the factors underlying the rubric items. To examine the validity of the factor analysis, we applied the KMO sampling adequacy criterion defined by the following Equation (1).

$$KMO=\frac{{\sum }_{i\ne j}{r}_{ij}^2}{{\sum }_{i\ne j}{r}_{ij}^2+{\sum }_{i\ne j}{u}_{ij}^2}\square$$

(1)

$$r_{ij}:correlation matrix,u_{ij}: Partially co-dispersed ranks$$

The KMO value is a value between 0 and 1 that measures the adequacy of sampling. A KMO value closer to 1 is suitable for factor analysis, whereas a value <0.5 is not suitable for factor analysis [14]; if the KMO value obtained is suitable for factor analysis, parallel analysis is conducted to determine the number of factors [14]. Here, random numbers with the same sample size as the data are generated, the eigenvalues of the correlation matrix are estimated, and the factor is determined as the one before the eigenvalue of the random number becomes larger. Factor analysis is performed with respect to the determined number of factors. For each factor, the loadings of each item can be observed. By identifying the items with the highest loadings for each factor, the factors that are the basis of the evaluation in the rubric are identified. Finally, by calculating the percentage of factors identified that match the evaluation objective, we determine whether the evaluation agrees with the evaluation objective.

3.3. Integration Within

Internal consistency is defined as a statistical method to determine whether items in a rubric are consistent throughout. It indicates whether each item in a scale measures the same construct [2]. Cronbach’s alpha coefficient, defined by the following Equation (2), is used as a confidence coefficient for internal consistency to evaluate these results.

$$\alpha =\frac{m}{m-1}\left(1-\frac{{\sum }_{i=1}^m{\sigma }_i{}^2}{{\sigma }_x{}^2}\right)$$

(2)

m: number of items in the question, σ_i: variance of each question item, σ_x: variance of the total of each question item.

The alpha coefficient takes values between 0 and 1, and the closer it is to 1, the more consistent the results are. Generally, a value of 0.7–0.9 is considered internally consistent [15]. From this statistical method, we can determine that the evaluation in the rubric is consistent.

3.4. Inter-Item Correlation

An inter-item correlation is defined as a statistical method for determining whether each item in the rubric agrees with the other. It allows us to measure the correlation between each item and the whole. We calculate the alpha coefficient for each deleted and compare it with the overall alpha coefficient. If the alpha coefficient of the deleted item is greater than the overall alpha coefficient, the item is considered to be interfering with the consistency of the rubric as a whole. This statistical method is used to determine the consistency of the rubric evaluation.

4. Experiment and Evaluation

4.1. Rubrics and Data to Be Covered

We evaluated the characteristics of the rubric using results from evaluating the learning achievement using the rubric for three classes such as “math,” “science,” and “information,” are shown in

Table 3. The three types of classes.

Label	Subject	Number of Students	Number of Quizzes
A	Arithmetic	47	13
B	Science	36	9
C	Information	18	10

. All classes were taken by different students. Moreover, Schools A and B were conducted as standard elementary school classes. School C was offered as an elective class to students who wanted to take it. To evaluate the learning achievement, we used the results of the quiz on programming thinking skills shown in Section 2.2, which the students who took the classes shown in Table 3 answered at the end of the class, in a manner that corresponded to the rubric.

4.2. Class Details

Schools A and B applied Avalon technology’s “Ugokashite-miyo (Figure 3),” a programming education material for Japanese elementary schools, to the fifth-grade math course “Properties of regular polygons” and the sixth-grade science course “Properties and functions of electricity around us.” Before and after these classes, a quiz on programming-thinking corresponding to the rubric was used. The programming quiz was a different quiz, although similar questions were obtained in schools A and B. Thirteen questions were given to school A. As a breakdown of School A’s questions, Q1 is one question, Q2 is three questions (Q2-1~Q2-3), Q3 is four questions (Q3-1~Q3-4), Q4 is two questions (Q4-1~Q4-2), Q5 is one question and Q6 is two questions (Q6-1~Q6-2). Furthermore, nine questions were given to school B. As a breakdown of School B’s questions, Q1 is one question, Q2 is three questions (Q2-1~Q2-3), Q3 is two questions (Q3-1~Q3-2), Q4 is one question, Q5 is one question, and Q6 is two questions (Q6-1~Q6-2). The correspondences with the rubrics and examples of the quizzes are shown in

Table 4. Rubric and quiz correspondence (School A).

	Q1	Q2-1	Q2-2	Q2-3	Q3-1	Q3-2	Q3-3	Q3-4	Q4-1	Q4-2	Q5	Q6-1	Q6-2
Sequence									2	2
Branch											3
Repetition									2	2
Subdivision of the problem		4	4	4	2	2	2	2	2
Analysis of events					2	2	2	2
Extraction operation												3	3
Construction of the operation												3	3
functionalization			2	2	2
Generalization			4	4	4
Abstraction			3	3	3
Inference			2	2	2
Operator									2	2

and

Table 5. Rubric and quiz correspondence (School B).

	Q1	Q2-1	Q2-2	Q2-3	Q3-1	Q3-2	Q4	Q5	Q6-1	Q6-2
Sequence					2	2
Branch				2			3
Repetition					2	2
Subdivision of the problem					2	2
Extraction operation									3	3
Construction of the operation									3	3
Operator					2	2

and Figure 4.

In school C, we used the results of the programming-thinking quiz corresponding to the rubric for a class based on the game design of “Puyo Puyo” using scratch (Figure 5) to foster programming-thinking skills for elementary and junior high school students. The correspondence with the rubric and examples of the quiz are shown in

Table 6. Rubric and quiz correspondence (School C).

	Q1	Q2	Q3	Q4	Q5	Q6	Q7	Q8	Q9	Q10
Sequence	3	3	3	3	3	3	3	3	3	3
Branch			3			3	3	3	3	3
Repetition			3			3	3	3	3	3
Variable		3			3	3		3	3	3
Array				3
Function					2
Analysis of events	2	3	3	3	3	3	3	3	3	3
Construction of the operation					2
Functionalization					2
Understanding of the program	2	2	2	2	2	2	2	2	2	2

and Figure 6.

Furthermore, the mapping of these quizzes to the learning aims of the rubric was manually performed by two researchers, including the author. The numbers in each table indicate the stage of the rubric when the quiz was correctly answered.

4.3. Application Results of Evaluation Framework

4.3.1. Factor Loadings in Evaluation Results

To factorize the evaluation results of each class, KMO values were calculated. They indicate the appropriateness of applying factor analysis. The KMO values for the evaluation results of each class are shown in

Table 7. KMO values.

	A	B	C
KMO value	0.519	0.709	0.541

. From the respective KMO values, we applied factor analysis to the results of schools A, B, and C. Moreover, they underwent parallel analysis to determine the number of factors. The decay of eigenvalues for each evaluation result is shown in Figure 7, Figure 8 and Figure 9.

Parallel analysis determines eigenvalues, compares eigenvalues calculated from random data that are the same size as the data being analyzed, and adopts eigenvalues up even those larger than the random data [9]. From the eigenvalue decay in each evaluation result, the number of factors in schools A, B, and C are 3, 2, and 2, respectively. From these factor numbers, we estimated the factor loadings of each school using the Oblimin rotation method [16]. The factor loadings for each evaluation result are shown in

Table 8. The factor loadings for each evaluation result (School A).

Q	Factor1	Factor2	Factor3
Q1	0.403	0.099	−0.153
Q2-1	−0.047	0.050	0.658
Q2-2	0.163	−0.015	0.700
Q2-3	0.025	0.499	0.446
Q3-1	0.971	−0.087	0.024
Q3-2	0.971	−0.087	0.024
Q3-3	0.928	0.091	0.008
Q3-4	0.928	0.091	0.008
Q4-1	−0.126	0.869	−0.001
Q4-2	0.095	0.840	−0.052
Q5	0.134	0.263	−0.006
Q6-1	−0.010	−0.126	0.684
Q6-2	0.352	0.485	−0.076

,

Table 9. The factor loadings for each evaluation result (School B).

Q	Factor1	Factor2
Q1-1	0.18	0.30
Q1-2	−0.10	0.30
Q2	−0.11	0.58
Q3-1	0.94	−0.01
Q3-2	0.99	−0.01
Q4	0.43	0.07
Q5	0.03	0.55
Q6-1	−0.01	0.88
Q6-2	0.40	0.46

and

Table 10. The factor loadings for each evaluation result (School C).

Q	Factor1	Factor2
Q1	0.10	0.68
Q2	0.48	0.11
Q3	0.10	0.84
Q4	0.37	0.28
Q5	0.80	0.03
Q6	0.62	−0.42
Q7	0.48	−0.44
Q8	0.81	0.14
Q9	0.30	0.28
Q10	0.72	0.12

.

4.3.2. Internal Consistency in Each Evaluation Result

The alpha coefficients of Cronbach’s in the evaluation results of each class were calculated. We calculated the alpha coefficients when each item of each quiz was deleted. The results are shown in

Table 11. Alpha coefficients results.

A		B		C
Q	α	Q	α	Q	α
Overall	0.841	Overall	0.767	Overall	0.778
Q1	0.84	Q1-1	0.723	Q1	0.778
Q2-1	0.841	Q1-2	0.759	Q2	0.756
Q2-2	0.832	Q2	0.728	Q3	0.779
Q2-3	0.831	Q3-1	0.685	Q4	0.760
Q3-1	0.809	Q3-2	0.677	Q5	0.723
Q3-2	0.809	Q4	0.721	Q6	0.769
Q3-3	0.803	Q5	0.717	Q7	0.788
Q3-4	0.803	Q6-1	0.696	Q8	0.714
Q4-1	0.847	Q6-2	0.685	Q9	0.776
Q4-2	0.835			Q10	0.733
Q5	0.847
Q6-1	0.842
Q6-2	0.831

.

5. Discussion

5.1. Answers to RQs

5.1.1. RQ1: How Do We Identify Statistical Methods to Evaluate Rubric Properties?

The GQM method [7,8], a framework of goal-oriented thinking, was adopted to identify statistical methods for quantitatively evaluating the characteristics of rubrics because it identifies statistical methods without losing sight of the goal of evaluating the required characteristics of rubrics.

Related research has demonstrated that the required characteristics include: “d-oes the rubric’s evaluation meet the evaluation objectives?” By determining the factor correspondence rate, we quantify the correspondence between the concepts that can be evaluated in the rubric and those we want to evaluate, and we determine whether the evaluation in the rubric agrees with the evaluation purpose. Using Cronbach’s alpha coefficients, we can judge whether the evaluation in the rubric can evaluate programming-thinking skills consistently throughout the rubric. Calculating inter-item correlations finds the items that disrupt the consistency of each item with respect to the rubric as a whole and determines the consistency of the rubric’s assessment of the items.

5.1.2. RQ2: How Can Rubrics Be Evaluated and Analyzed to Identify Improvements?

This section discusses the answer to RQ2. Results show that KMO values for the evaluation results of schools A and B were 0.519 and 0.709, respectively, which are appropriate for factor analysis. From the factor analysis and the evaluation results of school A (3-factor structure), Q3-1/3-2/3-3/Q3-4 showed high factor loadings for factor 1, Q4-1/4-2 showed high factor loadings for factor 2, and Q2-1/Q2-2/Q6-1 showed high factor loadings for factor 3. The rubric items that were associated with questions that showed high factor loadings for factor 1 were problem subdivision/analysis of events; the rubric items that were associated with questions that demonstrated high factor loadings for factor 2 were problem subdivision/sequential/iteration/operator; the rubric items that were associated with questions that showed high factor loadings for factor 3 were the rubric items that corresponded to questions with high factor loadings in Factor 3 were problem subdivision/abstraction/generalization/inference/functionalization/extraction of actions/construction of actions. The assessment objectives in the class at school A were “sequence/analysis of events/problem subdivision/abstraction/generalization/inference/ functionalization” related to the idea of focusing on the elements and relations that make up the properties of regular polygons. The factor correspondence ratio is 1, which is consistent with the factor. The factor correspondence ratio was 1, indicating that the evaluation tallied with the purpose of the evaluation. Next, the results of the evaluation at school B (two-factor structure) demonstrated that Q3-1/3-2 and Q2/Q5/6-1 showed high factor loadings for factors 1 and 2, respectively. The rubric items associated with the questions that showed high factor loadings for factors 1 and 2 were subdivision/ordering/repetition/operators and branching/extraction of actions/construction of actions, respectively. The evaluation objectives for classes in school B were sequential/branching/iteration/subdivision of problem/extraction of action/construction of action/reasoning and were related to a program to control electricity with sensors. However, sequential, branching, iteration, extraction of action, construction of action, and subdivision of the problem agreed with these factors. The factor correspondence ratio was 0.86, indicating that the evaluation agrees with the evaluation objective.

The overall alpha coefficients for schools A and B were 0.841 and 0.767, respectively, which are higher than 0.7, considered the benchmark for consistency. This indicates that the ratings of both schools are consistent. Next, we considered items whose alpha coefficients were higher than the overall alpha coefficient when they were deleted. These items may be inconsistent with the overall. However, Q4-1/6-1 makes a set of questions with others, and only Q5 includes branching as an evaluation target, indicating that these items are necessary to comprehensively evaluate programming-thinking skills. In school B, no item had a higher alpha coefficient than the overall alpha coefficient, indicating that the items assessed in B agreed with the overall alpha coefficients. From the above, we can see that the evaluations in schools A and B satisfy the characteristics of the rubric.

5.1.3. RQ3: Can We Confirm the Generality of Evaluation by Evaluating and Analyzing Rubrics?

The KMO value of the evaluation result of school C is 0.541, which can be judged appropriate for factor analysis. From the factor analysis and the evaluation results of school C (two-factor structure), Q5/Q8/Q10 and Q1/Q3 showed high factor loadings for factors 1 and 2, respectively. The rubric items commonly associated with the questions that showed high factor loadings for factors 1 and 2 were sequential/variable/function/analysis of events/construction of behavior/functionalization/understanding of program and sequential/branching/iteration/analysis of events/understanding of the program. The factor response rate was 0.89, indicating that the evaluation agrees with the evaluation purpose.

The overall alpha coefficient was 0.778, which is greater than the value of 0.7, considered the benchmark for consistency, indicating that the evaluation in school C is consistent. Next, we considered the items whose alpha coefficients were higher than the overall alpha coefficient when they were deleted. In the results of the evaluation in school C, question 7 was mentioned. However, question 7 is associated with sequential/branching/iteration, which is necessary for a comprehensive evaluation of programming-thinking ability. Therefore, each item of the assessment in school C is consistent with the whole. We conclude that the evaluation in school C satisfies the characteristics of the rubric.

The evaluation results of schools A, B, and C satisfied the characteristics of the rubric. From this, we confirm the generality of the evaluation of the rubric with respect to the evaluation characteristics for the improved rubric.

5.2. General Comments on the Application of the Evaluation Framework

This section summarizes the results of the application of the evaluation framework. The results of measurement using statistical methods are shown in

Table 12. The results of measurement by statistical methods.

Statistical Methods	A	B	C
Factor correspondence ratio	1	0.86	0.89
Internal consistency	0.841	0.767	0.778
Inter-item correlation	Q4-1/Q5/Q6-1	N/A	Q7

. The results of the questions that can be answered from statistical methods are shown in

Table 13. The results of measurement by statistical methods.

Question	A	B	C
Q1: Is the rubric-based assessment consistent with the purpose of the assessment?	Consistency.	Generally consistent	Generally consistent
Q2: Is it possible to evaluate the items for evaluation purposes using the rubric?	Evaluated	Generally evaluated	Generally evaluated
Q3: Do the rubric’s assessment items evaluate a consistent concept?	Evaluated	Generally evaluated	Generally evaluated
Q4: Are the rubric’s evaluation items appropriate in terms of consistency?	Generally appropriate	Reasonable	Generally appropriate

.

5.3. Threats of Validity

Because the mapping between the evaluation stages of the rubric and the programming-oriented thinking quiz was performed by the creator of the quiz, the quiz results may not represent the actual learning achievement. In future, we will confirm the validity of the evaluation by correlating the objective evaluation in the rubric with the subjective evaluation by people in the past.

Moreover, evaluating the characteristics of the rubric was limited to the rubrics created, which threatens external validity. In future, we will confirm the validity of the rubrics used for evaluating various programming-thinking skills.

6. Related Works

As a related study, a study [17] made a list of elements that were required properties of a rubric. In that study, the quality of the rubric was judged based on whether the listed properties were satisfied. This is similar to this study in that the properties of the rubric were considered, but the difference is that the listed properties were scored, and the quality of the rubric was judged based on the total score of the satisfied properties. The method used in this study is superior in that the characteristics are judged based on statistical methods.

Another related study [1] repeatedly tested and designed a rubric to evaluate students’ programming creations, and made improvements based on statistical measures of reliability. In that study, reliability was measured using a statistical method and improvements to the rubric were considered; however, the difference was that the reliability was based on whether the test results consistently provided the same results. However, the method used here is superior in that it judges the characteristics of the rubric based on whether the evaluation agrees with the evaluation purpose and the consistency of the evaluation.

Furthermore, another related study [2] measured the reliability of rubrics for evaluating the learning achievement of programming-thinking skills. They used Cronbach’s alpha coefficients and inter-item correlations to evaluate the consistency of the assessment, and factor analysis was performed to identify underlying factors affecting the rubric. Our method is superior in that it considers the improvement and generality of rubrics.

Furthermore, there are studies that have investigated how rubrics are created and how they are consistently evaluated [18]. This study proposes a method for creating low-stake rubrics for computer science education. The study examined the consistency of evaluation for the created rubrics, and the results claimed that the evaluation is consistent. Moreover, there are several other studies that have examined the consistency of rubric creation and assessment in computer science education and programming education [19,20]. However, the method of creating the rubric may vary depending on the creator of the rubric. Therefore, there is a possibility that the consistency of evaluation may be compromised. Moreover, teachers may want to use rubrics that already exist, so it is important to have evaluation methods that are independent of the rubric creation methods.

7. Conclusions and Future Work

This study proposed a framework for evaluating the characteristics of the rubric to assess the learning achievement of programming-thinking skills. Factor correspondence rate, Cronbach’s alpha coefficient, and inter-item correlation were identified by the GQM method as statistical methods for evaluating the characteristics of the rubric. Furthermore, we evaluated the rubrics we had created, the improvement, by applying these statistical methods to the rubrics in terms of their characteristics. We confirmed the generality of the rubric characteristics.

This framework for evaluating traits applies to evaluating the traits of the rubric itself. It is expected to help improve rubrics and create new rubrics.

In future, we plan to systematize the characteristics of rubrics that can be evaluated more practically and effectively in education by measuring the correlation with conventional subjective evaluation by people.