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
Grant Link
Recommended Citation
Morton, J., Northcote, M., Kilgour, P., & Jackson, W. (2021). Sharing the construction of assessment rubrics with students: A model for collaborative rubric construction. Journal of University Teaching & Learning Practice, 18(4), 9. https://ro.uow.edu.au/jutlp/vol18/iss4/9
Associated Research Project
https://research.avondale.edu.au/research_documentation/11/
Comments
Used by permission: the author(s) and JUTLP
The article available for download is an open access article.