Transformed

Editor: Rachel Humphries (2000), [email protected], +61 2 4980 2253. Associate Editor: Brenton Stacey (2007), [email protected], +61 2 4980 2251. Avondale Alumni: [email protected] | www.avondale.edu.au/alumni | www.facebook.com/AvondaleAlumni

© Avondale University

Editor: Rachel Humphries (2000), [email protected], +61 2 4980 2253. Associate Editor: Brenton Stacey (2007), [email protected], +61 2 4980 2251. Avondale Alumni: [email protected] | www.avondale.edu.au/alumni | www.facebook.com/AvondaleAlumni

© Avondale University

BACKGROUND/CONTEXT

Traditionally, decisions about assessment processes in higher education have been the domain of the lecturer or the course designer. However, university educators have been challenged to partner with students in the early stages of assessment design (Boud & Molloy, 2013). By engaging students in a collaborative process with their university teachers to prepare and create assessment guidelines and rubrics, there is a greater potential for students to take ownership of and be accountable for their own learning.

THE INITIATIVE/PRACTICE

The aim of the research project was to investigate the innovative and collaborative use of assessment rubrics, in partnership between students and academic staff, in order to develop a model of collaborative rubric practice for application in higher education contexts which includes guidelines on rubric co-construction processes that engage both students and teachers.

The project was conducted across six cohorts of undergraduate students in three higher education institutions and their teachers from five different disciplines and degree levels. The varied contexts provided a range of settings, each of which represented multiple cases to explore across multiple sites.

METHOD(S) OF EVALUATIVE DATA COLLECTION AND ANALYSIS

The project approach adopted a four-phase, mixed-method design across a two-year period, which included a systematic literature review, use of the Delphi technique and multi-site case studies. Students and teachers provided feedback about rubric co-construction processes via questionnaires, interviews and focus groups.

ISSUES REGARDING RUBRIC CO-CONSTRUCTION

The teaching-learning partnership established by the rubric co-construction initiative may present some challenges and changes to traditional assessment processes, especially in relation to issues such as pre-semester planning of course documentation, sharing the responsibility of assessment design between teachers and students and negotiating with groups of students about assessment and rubric design. Because rubric co-construction does represent a change in the way assessment rubrics are typically designed, the practical ramifications of this collaborative example of curriculum design may introduce institutional challenges that need consideration. However, the initiative also presents opportunities for developing a shared understanding by teachers and students about the purpose of assessment and the quality of learning in higher education.

INTENDED OUTCOME

By the end of this Showcase presentation, the participants will be familiar with a set of research-informed recommendations to engage students and academic staff in the collaborative process of designing and using assessment rubrics to promote learning. Participants will also be provided with details of how to access the project’s website, Owning the rubric, which includes the Model of Collaborative Rubric Construction and Use.

OVERVIEW OF WORKSHOP

During this workshop, the characteristics of effective rubrics will be shared with participants, based on an extensive literature review and consultation with a panel of assessment experts. These characteristics will then be used as the basis to critically analyse a collection of assessment rubrics from varied higher education disciplinary contexts. Based on experiences of lecturers and students who participated in the project, protocols will be presented for how to engage students in the process of co-constructing assessment rubrics with their lecturers. Lastly, a model for collaborative rubric co-construction will be shared with workshop participants who will then be encouraged to reflect on how the model, or aspects of it, could be applied to their own contexts.

TARGET AUDIENCE

This workshop has been designed for university educators including lecturers, tutors and education designers who are engaged in the processes of course design, assessment design and rubric construction. The workshop activities and resources are not discipline-specific.

INTENDED OUTCOMES FOR PARTICIPANTS

By the end of the workshop, it is anticipated that participants will be able to:

• identify effective rubric characteristics from literature and assessment experts;
• critically analyse rubric examples using effective rubric characteristics;
• describe methods used to facilitate teacher-student co-construction of assessment rubrics; and
• based on an analysis of a model of rubric co-construction, reflect on how some aspects of this model could be applied to your teaching context.

WORKSHOP PLAN:

Activities and discussion:

• Introduction to the workshop. Overview of activities and intended outcomes (whole group).
• Effective rubric characteristics. Brainstorm and share effective rubric characteristics (in pairs/ whole group)
• Sample rubrics. Participants evaluate rubrics (in pairs, mixture of disciplines). Consideration of evaluation findings in relation to courses and assessment tasks that do and do not require rubrics (whole group).
• Co-construction protocols. Facilitators share rubric co-construction protocols (whole group). Discuss limitations and opportunities for co-construction, and how to overcome challenges in online and on-campus courses.
• Model of collaborative rubric construction and use. Presentation of model with considerations of application in practical contexts.
• Guided reflection. Reflection on own practice and goal setting (individual, partner from same discipline).

Questions to trigger discussion:

• What are the qualities of an effective rubric?
• What value is there in engaging students in assessment design and rubric construction?
• What institutional barriers exist when implementing rubric co-construction processes?
• How can these institutional barriers be overcome?
• How does the co-construction of rubrics impact on student learning and/or students’ learning intentions?

Time: 2.5 hours + 30 minute break