Title

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

Author Faculty (Discipline)

Arts

Document Type

Article

Publication Date

1-23-2019

Journal

New Writing: The International Journal for the Practice and Theory of Creative Writing

Volume Number

17

Issue Number

1

Page Numbers

31-49

ISSN

1479-0726

ANZSRC / FoR Code

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

Avondale Research Centre

Centre for Advancement of the Scholarship of Teaching and Learning

Reportable Items

C1

Peer Review

Before publication

Grant Number

16-5374

Staff Classification

Permanent

Field of Education

10 Creative Arts

Abstract

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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