Community Engagement Type
This publication was originally published as:
Williams, A., Northcote, M., Morton, J. K., & Seddon, J. (2017, June 27-30). Towards engaging students in curriculum transformation: What are the effective characteristics of rubrics? Paper presented at the HERDSA Curriculum Transformation Annual International Conference, Sydney, Australia. Retrieved from http://www.herdsa.org.au/research-and-development-higher-education-vol-40-423
Owning the rubric: Student engagement in rubric design, use and moderation
Partner/Funding Body: OLT Innovation and Development Grants
Avondale Researchers: Prof Tony Williams, A/Prof Maria Northcote, Dr Peter Kilgour, Mrs Bev Christian, Dr Wendy Jackson, Dr Jason Morton, Dr Carolyn Rickett
Other researchers: Dr Andrew Kilgour (CSU), Dr Sue Joseph (UTS)
Year Awarded: 2016
This project builds on previous research of the educators' and the assessors' roles in rubric design, implementation and moderation. Identified in studies to date is the lack of student involvement in these processes, the students’ role is a passive one. The key innovative value of this project is developing strategies which engage students in assessment construction, traditionally the domain of the teacher. The project investigates the innovative and collaborative use of assessment rubrics, developed in partnership between students and academic staff, in order to develop a model of collaborative rubric practice that can be applied across disciplines. The study employs an innovative two-pronged design using the Delphi technique followed by multiple case studies. The findings will inform development of an innovative participatory assessment design involving students in the construction, use and moderation of rubrics with their teachers, to enable assessment of learning to be extended into assessment for learning and assessment as learning.
Rate of Impact
2 Medium Impact
Details of Project
This grant seeks to unpack the current use of rubrics in tertiary assessment, research the design of rubrics in collaboration with students, and disseminate ideas and recommendations. Our aims are to develop:
- a model of collaborative rubric practice (including design, use and moderation of rubrics)
- cross disciplinary case studies of collaborative rubric practice
- practical, research-informed recommendations for how to engage students in the collaborative process of designing, using and moderating assessment rubrics.
This published paper below is not connected to the grant but illustrates an ongoing interest in rubric construction and application. Bev Christian and Peter Kilgour have constructed professional development placement rubrics that have aided school-based student mentors to guide and assess students. This has been done in conjunction with Sydney University and Charles Sturt University medical imaging departments.
Kilgour, A., Kilgour, P., Gerzina, T. & Christian, B. (2014). Assessment of work-integrated learning: comparison of the usage of a grading rubric by supervising radiographers and teachers. Journal of Medical Radiation Sciences, 61(1), 22-29.
Williams, Anthony; Northcote, Maria T.; Morton, Jason K.; and Seddon, Jack, "Towards Engaging Students in Curriculum Transformation: What are the Effective Characteristics of Rubrics?" (2017). Faculty Engagement. 13.