Author Faculty (Discipline)

Education

Document Type

Article

Publication Date

7-13-2021

Journal

Journal of University Teaching & Learning Practice

Volume Number

18

Issue Number

4

Page Numbers

9

ISSN

1449-9789

ANZSRC / FoR Code

390102 Curriculum and pedagogy theory and development| 390402 Education assessment and evaluation

Avondale Research Centre

Centre for Advancement of the Scholarship of Teaching and Learning

Reportable Items (HERDC/ERA)

C1

Abstract

Traditionally, rubrics were used simply as grading tools to provide marking frameworks that were transparent to students. More recently, rubrics have been promoted as educational tools to inform students of good practice with the assumption that they engage with these rubrics to guide their learning. However, some tensions arise from this approach, including the assumption that students actually engage with assessment rubrics and, most notably, whether students understand the purpose of rubrics and the language used within. In response, this paper promotes the practice of teachers involving their students in the co-construction of rubrics by presenting a Model of Collaborative Rubric Construction. This Model was informed by an extensive literature review, advice from international assessment experts, and both qualitative and quantitative data from students and teachers who worked in partnership to co-construct and use assessment rubrics across three higher education institutions. The Model, structured as three-tiers, offers background information about rubrics and their co-construction, strategies to guide collaboration in the rubric co-construction process, and shared scholarship associated with the project (i.e., research methods, recommendations for practice, and relevant references and publications) in which the Model was developed.

Peer Review

Before publication

Grant Number

ID16-5374

Comments

Used by permission: the author(s) and JUTLP

The article available for download is an open access article.

Associated Research Project

https://research.avondale.edu.au/research_documentation/11/

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