Northcote, Maria T.Seddon, JackJackson, WendyRickett, CarolynKilgour, Peter W.Christian, Beverly2023-11-012023-11-012019-07-012019-07-22<p>Christian, B., Kilgour, P., Rickett, C., Jackson, W., Seddon, J., & Northcote, M. (2019, July). <em>Owning the rubric: Facilitating rubric co-construction</em>. Abstract presented at the Higher Education Research and Development Society of Australasia (HERDSA) Conference, Auckland, New Zealand. Retrieved from https://www.herdsa2019.auckland.ac.nz/program/</p>https://research.avondale.edu.au/handle/123456789/14974863<p><strong>OVERVIEW OF WORKSHOP</strong></p> <p>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.</p> <p><strong>TARGET AUDIENCE</strong></p> <p>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.</p> <p><strong>INTENDED OUTCOMES FOR PARTICIPANTS</strong></p> <p>By the end of the workshop, it is anticipated that participants will be able to: <ul> <li>identify effective rubric characteristics from literature and assessment experts;</li> <li>critically analyse rubric examples using effective rubric characteristics;</li> <li>describe methods used to facilitate teacher-student co-construction of assessment rubrics; and</li> <li>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.</li> </ul></p> <p><strong>WORKSHOP PLAN:</strong></p> <p><strong>Activities and discussion:</strong> <ul> <li><strong>Introduction</strong> to the workshop. Overview of activities and intended outcomes (whole group).</li> <li><strong>Effective rubric characteristics</strong>. Brainstorm and share effective rubric characteristics (in pairs/ whole group)</li> <li><strong>Sample rubrics</strong>. 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).</li> <li><strong>Co-construction protocols</strong>. 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.</li> <li><strong>Model of collaborative rubric construction and use</strong>. Presentation of model with considerations of application in practical contexts.</li> <li><strong>Guided reflection</strong>. Reflection on own practice and goal setting (individual, partner from same discipline).</li> </ul></p> <p><strong>Questions to trigger discussion:</strong> <ul> <li>What are the qualities of an effective rubric?</li> <li>What value is there in engaging students in assessment design and rubric construction?</li> <li>What institutional barriers exist when implementing rubric co-construction processes?</li> <li>How can these institutional barriers be overcome?</li> <li>How does the co-construction of rubrics impact on student learning and/or students’ learning intentions?</li> </ul></p> <p><strong>Time: </strong>2.5 hours + 30 minute break</p>en-usassessmentassessment rubricsco-construction of rubricslecturer-student collaborationConference Publication