‘Who are you to Judge my Writing?’: Student Collaboration in the Co-Construction of Assessment Rubrics

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Joseph, S., Rickett, C., Northcote, M., & Christian, B. J. (2019). ‘Who are you to judge my writing?’: Student collaboration in the co-construction of assessment rubrics. New Writing: The International Journal for the Practice and Theory of Creative Writing, Prepublished 23 January, doi: 10.1080/14790726.2019.1566368

ISSN: 1479-0726


1302 CURRICULUM AND PEDAGOGY| 130201 Creative Arts, Media and Communication Curriculum and Pedagogy| 190402 Creative Writing (incl. Playwriting)| 190399 Journalism and Professional Writing not elsewhere classified

Avondale Research Centre

Centre for Advancement of the Scholarship of Teaching and Learning

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Collaborative models of involving students in the co-construction of assessment rubrics are rare. Inviting students to take part actively in the design of assessment rubrics is one method of filling this research gap, potentially garnering a shared understanding of assessment requirements. Rubrics traditionally are constructed by educators, based on set criteria, in order to streamline grading more cohesively and equitably. But research demonstrates that assessment rubric use is usually of more benefit to the educator in grading, than to the student in undertaking the assessment task – the educator understands requirements but often specific requirements are not clear to the student. Using a multiple case study research approach which incorporated a modified Delphi method to gather expert views on rubrics, the study outlined in this paper explores the outcomes of collaborating with creative writing students at the rubric design stageof the assessment process. This paper discusses the rubric co-construction process facilitated by a writing lecturer and a team of students from one university who took part in collaborating and developing a creative writing assessment rubric. The processes adopted to implement this co-construction process are reported, the products of which were distributed to a 250-student cohort and reflects on the value of this pedagogical innovation.


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