Teachers as designers of formative e-rubrics: a case study on the introduction and validation of go/no-go criteria

Abstract

Information and Communications Technologies (ICTs) offer new roles to teachers to improve learning processes. In this regard, learning rubrics are commonplace. However, the design of these rubrics has focused mainly on scoring (summative rubrics), whereas formative rubrics have received significantly less attention. ICTs make possible electronic rubrics (e-rubrics) that enable dynamic and interactive functionalities that facilitate the adaptable and adaptive delivery of content. In this paper, we present a case study that examines three characteristics to make formative rubrics more adaptable and adaptive: criteria dichotomization, weighted evaluation criteria, and go/no-go criteria. A new approach to the design of formative rubrics is introduced, taking advantage of ICTs, where dichotomization and weighted criteria are combined with the use of go/no-go criteria. The approach is discussed as a method to better guide the learner while adjusting to the student's assimilation pace. Two types of go/no-go criteria (hard and soft) are studied and experimentally validated in a Computer-Aided Design assessment context. Bland-Altman plots are constructed as discussed to further illuminate this topic.

Designing an Android-Based Peer Assessment E-Rubric

“…Some studies have shown the positive impact of assessment e-rubrics. Studies reported that e-rubrics are effective tools for performing formative and summative assessments [14,18,1,15], promoting self-assessment [21], and measuring soft skills in Art subjects-both related to peer and self-evaluation [12]. E-rubrics are powerful resources for peer assessment [17].…”

Video‐enhanced or textual rubrics: Does the Viewbrics' formative assessment methodology support the mastery of complex (21st century) skills?

“…Thus, the formative assessment supports an iterative process of learner‐regulated development (Panadero et al, 2013; Van Aalst et al, 2011). Rubrics are being implemented as a tool to support learner regulated development, as they provide a detailed account of the interrelated parts or ‘sub‐skills’ that make up a complex skill, such as presentation, collaboration, and information literacy (Panadero et al, 2012) and provides the learner with feed‐up, feedback, and feedforward (Company et al, 2019).…”

Model-based quality assurance in railway infrastructure planning

“…A typical approach to rectify this issue is to disaggregate the complex criteria into a series of more understandable criteria of lower conceptual difficulty. A problem arises when a compact list of abstract or dense criteria is replaced by a long list of simpler ones, which in many cases can make them impractical and time-consuming" [32]. Johansson et al [33] recommend using model qualities with the help of the scoring system detailed in [32].…”

“…A problem arises when a compact list of abstract or dense criteria is replaced by a long list of simpler ones, which in many cases can make them impractical and time-consuming" [32]. Johansson et al [33] recommend using model qualities with the help of the scoring system detailed in [32]. Here too, however, the research only pertains to the checking and evaluation of the CAD model structure.…”