Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria

Jones, L. M.; Allen, Bill; Dunn, Peter K.; Brooker, L.R.

doi:10.1080/07294360.2016.1177000

Cited by 33 publications

(26 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…En este sentido, sería conveniente reforzar el desarrollo de las competencias gestión del conocimiento y pensamiento crítico al menos en estudiantes de primer año de la carrera. Para ello, se podrían propiciar otras instancias de intervención para el uso de la matriz de valoración, entre ellas, analizar dicha herramienta con los estudiantes para que aprendan a usarla, lo que en otros estudios ha sido considerado como un factor que favorece los beneficios del uso de la rúbrica (Jones et al, 2016). Por último, específicamente con respecto a la competencia de pensamiento crítico habría que evaluar otro tipo de actividades que aporten a su desarrollo, entre otras, por ejemplo, la técnica de intervención socrática que favorece el desarrollo de habilidades como la inferencia, la explicación y la distinción entre puntos de vista (Betancourth et al;.…”

Section: Discussionunclassified

Validación de una Matriz para Evaluar Monografías en Estudiantes Universitarios

et al. 2018

View full text Add to dashboard Cite

ResumenEl trabajo se propuso establecer las propiedades psicométricas de una matriz de valoración de las competencias gestión del conocimiento y pensamiento crítico por medio de la elaboración de una monografía de compilación por estudiantes de primer año de la Carrera de Psicología de la Universidad Católica de Temuco en Chile. Se empleó el método de agregados individuales para estimar la validez de contenido del instrumento diseñado, mientras que con los datos generados a partir de la revisión de 69 monografías se estimó la consistencia interna del instrumento mediante el uso del estadígrafo Alfa de Cronbach. Adicionalmente, se obtuvo el Índice de Discriminación de cada criterio. Los resultados muestran que la matriz trabajada es un instrumento válido y confiable. Se muestra que la matriz garantiza una evaluación útil al estudiante que le permite seguir su avance en el desarrollo de la gestión del conocimiento y el pensamiento crítico. Palabras clave: propiedades psicométricas; matriz de valoración; gestión del conocimiento; pensamiento crítico; pregrado Validation of a Rubric to Evaluate Monographs in University Students AbstractThe purpose of this study was to establish the psychometric properties of an evaluation rubric of knowledge management and critical thinking competencies by means of the elaboration of a compendium monograph by freshman students of the Career of Psychology of the Catholic University of Temuco in Chile. The individual aggregates method was used to estimate the content validity of the designed instrument, while the data generated from the review of 69 monographs estimated the internal consistency of the instrument using the Cronbach Alpha statistical parameter. Additionally, the Discrimination Index was obtained for each criterion. The results show that the rubric worked is a valid and reliable instrument. It is shown that the rubric guarantees a useful evaluation for the students allowing them progressing in the development of knowledge management and critical thinking competencies.

show abstract

Section: Discussionunclassified

Validación de una Matriz para Evaluar Monografías en Estudiantes Universitarios

et al. 2018

View full text Add to dashboard Cite

show abstract

“…Often marking criterion contain implicit information that is not obvious to students, particularly in their early academic study (Jones et al, 2016). Research shows that dialogue provides clarification of assessment expectations and allows the students to 'close the gap ' (HEA, 2012); the question is to what extent are such opportunities actually embedded in curriculum.…”

Section: Findings and Discussionmentioning

confidence: 99%

A Live Audit to Enable Participants to Enhance Their Feedback Practice to Promote Self-Regulated Learning.

Bavin¹,

McAteer²

2017

Proceedings of the 28th International Academic Conference, Tel Aviv

View full text Add to dashboard Cite

Abstract:This session will provide the opportunity for reflection on individual and institutional feedback practices within the HE sector. The session allows participants to complete a live online self-assessment audit of their current feedback practices. The audit questions are based on Nicol and Macfarlane-Dick's 7 principles (2006), and these are mapped to the stages of assessment (pre, during and post). These questions will consider the extent to which teachers are supporting students during the production of an assessment (Boud, 2000). Following the audit, the data regarding the trends of participants' feedback strengths and weaknesses will be available to provide an opportunity for group discussion. This will facilitate the group in sharing examples of good feedback practice from the HE institutions represented. The Meetoo app will allow real-time impromptu questioning to gather further qualitative responses. Finally, participants will be asked to consider whether their assessment is 'fit for purpose' and suitably aligned to the learning outcomes (Biggs and Tang, 2007). Following the session, the individual audit will be available and linked with practical suggestions for the enhancement of practice from the HEA Feedback Toolkit (2013). This will provide opportunity for participants' continued reflection and could benefit cross-programme discussions on feedback practices within institutions on their return. All data collected within this session will contribute to our ongoing research project, but will remain anonymous and confidential. Session Activities and Approximate Timings• Participants' will take part in a live online self-assessment audit based on Nicol and Macfarlane-Dick's (2006) 7 principles of good practice to encourage self-regulated learners. The Meetoo conference app will be utilised (10-14 mins).• Small group discussion reflecting on individual strengths and weaknesses of good feedback practice (10 mins).• Facilitated group discussions around the trends available from the live audit (20 mins) with opportunities for smaller focus group discussion on feedback practices within the different stages of curriculum delivery.• Complete session evaluation using the Meetoo conference app (1 mins).• Data related to individual's strengths and weaknesses highlighted through the audit will be available to individual participants to enable the completion of an action plan on return to their institutions (Day 2).• With the permission of the participants, the audit data will contribute to our ongoing research on identifying opportunities for enhancing feedback to encourage self-regulated learning.

show abstract

“…It has been demonstrated, for example, that students who were given a marking rubric in advance and subsequently used it as a guide showed improved scientific writing skills, compared to those who did not use the rubric [5]. A substantial improvement has also been shown in the quality of work when rubrics were used throughout a design project to provide useful feedback from the initial draft to the final submission [4].…”

Section: Introductionmentioning

confidence: 99%

“…In addition, well-designed rubrics that have discrete, clearly defined criteria can help students understand the importance of different components of a project [2][3][4]. It has been demonstrated, for example, that students who were given a marking rubric in advance and subsequently used it as a guide showed improved scientific writing skills, compared to those who did not use the rubric [5].…”

Section: Introductionmentioning

confidence: 99%