Artifact-Based Energy Literacy Assessment Utilizing Rubric Scoring

Abstract

This research focuses on the development of an energy literacy rubric for scoring project-type deliverables, an approach that has not been taken with respect to energy literacy assessment. The goal is to examine if a rubric-based rating approach is applicable for judging energy literacy based on competition or course deliverables or artifacts. The rubric was developed using a methodology involving related rubric review and adaptation, and an expert review. To examine if the rubric approach may be applicable, the rubric was applied to the Imagine Tomorrow competition, a high school energy competition, and trends in the results were examined to support rubric effectiveness. Competition deliverables include an abstract and a poster. Abstracts submitted to enter the competition from 5 years were available and evaluated for energy literacy and biofuel literacy by two raters. Posters were available only for 1 year and were rated by one rater. Besides identifying trends in the abstract scores, the abstract scores were used to test interrater reliability in which consistency was found to be high. Based on expected trends occurring in both the abstract and poster scores, and the high interrater consistency, it was determined that the rubric rating approach appears to be working effectively, at least for a preliminary evaluation. Future development and refinement of this type of energy literacy rubric may serve to enhance assessment of sustainability educational activity endeavors based purely on the artifacts involved.