Rubric Enhanced Assessment of Coursework and Teaching (REACT): Using Portfolios and Rubrics in an Engineering Classroom to Refocus from Grades to Learning

Authors

• Nathan Lee Galinsky, West Virginia University Institute of TechnologyFollow

Document Type

Conference Paper

Publication Date

2026

Abstract

The goal of using rubrics in an engineering classroom is to make grading clearer for students and to enhance the learning efforts. Point based grading of work leaves students looking for the correct numerical solution or choice without thinking about their assumptions, process, or approximations. A rubric dissects grading to include the entire solution procedure emphasizing key steps in a solution procedure. Students also don’t have to wonder where partial credit will be focused or what emphasis a solution will be graded on when using rubrics. By combining the rubric assessment techniques with portfolios, students will be empowered to feel more control over their learning in the course. In engineering, homework and coursework are meant to act as practice of different scenarios or situations where their learning can be applied. Students all learn at different paces and can feel like there is not enough or often too much work given. By working with students to set up expectations for their portfolio and meeting with the faculty regularly throughout the semester, students will feel more in control and understanding how their performance is tied into their work they are doing. This method was used in a course in spring 2025 and is being reevaluated in spring of 2026.

Recommended Citation

Galinsky, N. L. (2026). Rubric Enhanced Assessment of Coursework and Teaching (REACT): Using Portfolios and Rubrics in an Engineering Classroom to Refocus from Grades to Learning. In Proceedings of the 2026 Scholarly Teaching Conference at West Virginia University (pp. 1-3).