Rubrics for developing students’ professional judgement: A study of sustainable assessment in arts education

Menéndez-Varela, José-Luis; Gregori-Giralt, Eva

doi:10.1016/j.stueduc.2018.06.001

Cited by 17 publications

(8 citation statements)

References 61 publications

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“…As detailed in paragraph 2.4, the students must present a table in A1 format which displays, in both a graphic and textual version, a complete summary of the task performed. The assessment of the students’ work is carried out using a rubric (Stevens and Levi 2005; Onsman, 2016; Menéndez-Varela and Gregori-Giralt, 2018) prepared before the start of the course, which is shown to, and discussed with, the students on the first day. A rubric is a guide which makes clear to the professor and students what the professor expects from the work and how it will be evaluated.…”

Section: Assessing Students’ Workmentioning

confidence: 99%

Active learning for the promotion of students’ creativity and critical thinking

Sgambi

Kubiak

Basso³

et al. 2019

ARCH

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Purpose The purpose of this paper is two-fold: first, it highlights the importance of the presence of active teaching experiences in architecture courses. Such experiences can lead to an improvement in the teaching of technical disciplines, such as structural engineering. Second, it purports to demonstrate the relation and interaction between the active teaching strategy here presented and the learning outcomes required by the study programme. Design/methodology/approach The paper reports an active didactic experience (addressed to students of architecture and performed at Politecnico di Milano, Italy, and Université catholique de Louvain, Belgium), from its conception to its development in the classroom with the students. The experience is reported by discussing the three main steps of which an active didactic experience should be composed: the stimulus, the practice and the discussion. Findings The experience seeks to find innovative methods to stimulate the study of structural engineering by students of architecture. Through this experience, based on the study of a square silicon pot mat, students are able to learn concepts related to the mechanics of structures. In addition, students find in their experience direct connections with structures of considerable architectural importance, such as the structure of the New National Gallery by Mies van der Rohe. Originality/value This experience is original in two aspects. First of all, the introduction of an active didactic experience to improve courses that are generally structured in a passive way. Second, in an era where the importance of numerical technology is growing, this experience goes in a different direction by choosing a low-tech but no less interesting approach.

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Section: Assessing Students’ Workmentioning

confidence: 99%

Active learning for the promotion of students’ creativity and critical thinking

Sgambi

Kubiak

Basso³

et al. 2019

ARCH

View full text Add to dashboard Cite

show abstract

“…Especially when girls are traditionally believed to be more art-liked instead of STEM-related, would it be getting biased from the corresponding rubrics found in the study, that is, whether the situation would reverse if task-specific analytic rubrics are used in the study (Harwood et al, 2020). Another finding also revealed that only participation in the rubric design and moderation discussions could help develop skills in Arts (Menéndez-Varela & Gregori-Giralt, 2018), so the way of implementation of rubrics should also be reviewed to ensure fairness (Panadero & Jonsson, 2020).…”

Section: Discussionmentioning

confidence: 94%

The Implementation of Different Types of Rubrics in a Hong Kong Secondary School

Chu

2022

JINOTEP

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Rubrics were traditionally a perfect choice for assessing performance. Yet, most rubrics and previous research only focused on its traditional summative aspect, limiting its functions, or even leading to some inappropriate usage or misconception of using rubrics. As formative assessment was found to favor low-achieving students, it has become increasingly popular that rubrics can also be used for formative use and help reduce learning diversity. In this study, different types of rubrics in a Hong Kong Secondary School were investigated, which has been a popular tool that has been widely used among various subjects as an assessment tool. The classification of the rubrics based on different learning areas unveiled that distinct learning areas tended to use heterogeneous rubrics, so the implementation and learning outcomes were then reviewed. It was also noted that a rubric was used for formative assessment in a newly developed STEM curriculum, hence the effectiveness was examined.

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“…Cheng and Chan (2019) also concluded that students should actively participate in the development of the rubrics and learn how to use them for supporting students' learning and increasing their success. Menendez-Varela and Gregori-Giralt (2018) found that participation in the rubric design and moderation discussions promoted the development of assessment skills and rubrics may support classroom debate if they are considered as instructional resources. It is understood from the results of these studies that students should actively use rubrics during teaching and know how to use rubrics to support learning.…”

Section: The Role Of Rubrics In Students' Learningmentioning

confidence: 99%

Development and use of a rubric to assess undergraduates’ problem solutions in Physics

Kocakülah

2022

Participatory Educational Research

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The aim of this study is to develop and apply a rubric to evaluate the solutions proposed for questions about electromagnetic induction belonging to university second year pre-service teachers. In this study which has pretest-posttest quasi-experimental design with control group, teaching of the topic of electromagnetic induction was applied to both groups with the same teaching method and a test consisting of four questions was applied before and after the teaching. 73 students in the experimental group were informed about the properties and usage of rubrics and asked to create a rubric. The effect of rubric on the success of students was examined by applying descriptive statistics and t-tests to the scores obtained from both tests. The validity and reliability of the scoring with rubric were analyzed by calculating the linear regression, t-test statistics, Pearson correlation, Intraclass correlation and Cronbach-alpha correlation coefficients. The results of the analyses show that the developed rubric was used consistently by the researcher and an independent coder and there was a high and significant (p=.000) relationship between the scores for all questions. In the inter-rater reliability analysis for each question, the lowest ICC coefficient was specified as .826. In light of the findings obtained from the study, it was concluded that the developed rubric helped to make consistent and stable ratings independent of the scorer, to determine the characteristics of the problem solutions and to increase the level of achievement of students. Another type of analytical rubric can be created and used for other topics of the area of Physics and the results can be compared with the findings of this study.

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Rubrics for developing students’ professional judgement: A study of sustainable assessment in arts education

Cited by 17 publications

References 61 publications

Active learning for the promotion of students’ creativity and critical thinking

Active learning for the promotion of students’ creativity and critical thinking

The Implementation of Different Types of Rubrics in a Hong Kong Secondary School

Development and use of a rubric to assess undergraduates’ problem solutions in Physics

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