A Plan for the Co-Construction and Collaborative Use of Rubics for Student Learning

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This article was originally published as:

Kilgour, P., Northcote, M., Williams, A. P., & Kilgour, A. (2019). A plan for the co-construction and collaborative use of rubrics for student learning. Assessment and Evaluation in Higher Education, Prepublished May 22, 2019, doi: 10.1080/02602938.2019.1614523

ISSN: 0260-2938


130103 Higher Education| 130303 Education Assessment and Evaluation| 130313 Teacher Education and Professional Development of Educators

Avondale Research Centre

Christian Education Research Centre

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The use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions.


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