Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning

Tur, Gemma; Ramírez, Santos Urbina; Forteza, María Dolores

doi:10.1344/der.2019.35.18-35

Cited by 16 publications

(8 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Cruess et al, 2018). The uptake of e-portfolios by different programs in higher education has grown considerably in the past few years, as it has proven to be a suitable method for acquiring a holistic judgment of learners' progression in di cult-to-measure domains that are essential for employment, such as collaboration, re ection and lifelong learning (Walland and Shaw, 2022;Tur et al, 2019). E-portfolios represent a digital depository that allows learners to create and purposefully select a heterogeneous collection of learning artifacts over time to showcase their efforts and achievements (Scholtz, 2020;Walland and Shaw, 2022).…”

Section: Discussionmentioning

confidence: 99%

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

Cantaert,

Pype,

Lauwerier

2023

Preprint

View full text Add to dashboard Cite

Interprofessional education is vital in equipping students with the competencies and identity needed to become skilled collaborators and lifelong learners. However, the lack of formative assessment tools renders it difficult to scaffold the development of an interprofessional identity (IPI). Therefore, this article reports the design elements and presents the perceptions of medical students involved in the co-construction of the Rubric Interprofessional Identity Development (RIPID). Following a pragmatist approach, a multiperspective 8-step inquiry led to a manual with definitions, illustrative quotes, scoring instructions and exemplars as well as evidence supporting the validity of RIPID. The RIPID is a generic analytic rubric that can be used to assess the extent to which a learner’s IPI is developing across different contexts on the basis of a variety of assignments and by means of multisource feedback. The theoretically supported criteria account for the (meta)cognitive, emotional and social dimensions of interprofessional learning, of which the descriptors are formulated to elicit reflection. Students are convinced that the RIPID can be used for the authentic assessment of their interprofessional development, confirm its suitability for self-assessment, and see merit in the early introduction in an e-portfolio to promote self-regulated learning. Furthermore, the RIPID can be used for the meta-assessment of programs to improve constructive alignment across the curriculum. Further research is needed to empirically test and psychometrically validate the RIPID at a large scale in different health and non-health settings and to determine its use within a programmatic assessment approach to interprofessional learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

Cantaert,

Pype,

Lauwerier

2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Many studies in the past few years have demonstrated that rubrics can enhance teaching, learning, and assessment in e-portfolio integration [6]. To integrate rubrics into e-portfolio use, we need to carefully examine and select the types of rubrics and create them according to the objectives and outcomes.…”

Section: B Rubrics and E-portfolio Assessmentmentioning

confidence: 99%

Creating Electronic Portfolio Rubrics for General Education Course Assessments in Thailand

Rattiya¹,

Nakazawa²,

Theppharat³

et al. 2022

IJIET

View full text Add to dashboard Cite

While researchers have introduced and integrated electronic portfolios (e-portfolios) into general education classrooms at Srinakharinwirot University, Thailand, some aspects of workloads and assessments remain unclear to both instructors and students. When evaluating academic performance using e-portfolios, instructors must grade students based on learning outcomes according to the learning objectives and students’ goals. The use of such assessments requires a shift toward realistic and consistent evidence, practice, and reflection. Successfully assessing outcomes and learning processes entails instructors and learners being able to identify and understand all evaluated aspects. Thus far, instructors and learners have practiced and agreed upon two types of e-portfolio rubrics for general education course assessments: an analytic five core skills learning process rubric and an annotated e-portfolio assessment rubric. This study employs indices of item-objective congruence (IOC), item discrimination power, Cronbach’s alpha reliability coefficients, and correlations as analytical tools to determine the efficiency, confidence, and relationship of each item in an annotated e-portfolio assessment rubric.

show abstract

“…Como señala Diaz Barriga (2005), las rúbricas ayudan al estudiante a conocer los criterios que debe emplear cuando evalúa su trabajo y el de sus compañeros. Algunas investigaciones señalan la rúbrica como instrumento para la autoevaluación y evaluación entre pares (Tur et al, 2019). Es por ello que nuestra rúbrica contempla la evaluación y la autoevaluación de los integrantes del equipo y, como señalan Bruna et al ( 2019), se plantea no sólo con fines evaluativos sino también como un elemento instruccional, dado que la rúbrica enseña a los estudiantes a raíz de la evaluación formativa de su trabajo en progreso.…”

Section: La Rúbrica Como Elemento De Evaluación Del Trabajo Colaborativounclassified

Diseño y validación de una rúbrica para evaluar el proceso de trabajo en equipo en el entorno universitario

Gieure

Llamas

Blanca

et al. 2022

In-Red 2022 - VIII Congreso Nacional De Innovación Educativa Y Docencia en Red

View full text Add to dashboard Cite

Team work is a competency that is actively being developed in educational institutions worlwide due to the high demand for citizens that are capable to work in teams or collaboratively. Educational institutions now have the challenge to educate and prepare students for the professional arena, where teamwork skills are essential.With the purpose to face this challenge educational institutions have, this research develops a process of authentic collaborative assessment through two main actions: 1) the implementation of a training program for students on the main principles of teamwork, and 2) the validation and piloting of a rubric to assess the process of university students’ collaboration. The study takes the assessment of 96 university students from different faculties and the data is analyzed with the software R. Results confirm the validity of the assessment tool, namely, the rubric that assesses the process of teamwork. Thus, this is a valuable tool to be used across all the faculties at the university. The study suggests using the rubric in different educational scenarios.

show abstract

Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning

Cited by 16 publications

References 37 publications

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

Creating Electronic Portfolio Rubrics for General Education Course Assessments in Thailand

Diseño y validación de una rúbrica para evaluar el proceso de trabajo en equipo en el entorno universitario

Contact Info

Product

Resources

About