The Rubric: An Assessment Tool to Guide Students and Markers

Abstract

Abstract:The changing environment for both students and lecturers dictates the requirement for giving feedback on assessment activities rapidly. In order to close this cycle of learning for the student and facilitate the feed-forward process, the development of rubrics has become an essential part of the workload. The rubric tool needs to have clearly stated performance indicators and criteria so that both student and lecturer have the same expectations of the assessment activity. The rubric must be robust enough to be able to capture the balance of being both an easy tool for marking but also detailed enough to give constructive feedback reflecting the learning outcomes. The rubric development, given its complexity, when constructing this tool, can be time consuming but eventually becomes time saving. Thereby reducing the grading workload effort of the lecturer while maintaining the knowledge gained by the students through the assessment activity.

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“…The related challenges were identified by 79.9% of the interviewed students, who stressed that it is time-consuming and requires much attention. These results are similar to other studies which described that in teaching and learning strategies, rubrics explain educational Journal of Educational Sciences, XXIII, 1(45) DOI: 10.35923/JES.2022.1.09 132 anticipations for learners and support in ensuring uniformity in scoring the learning tasks ( Cox et al, 2015;Chowdhury, 2018). A well-defined rubric helps students to work cooperatively and, the effective use of rubrics in teaching science improves students' understanding and motivation toward science education (Delgado & Fonseca-mora, 2010).…”

Rubric as a learning tool in teaching application of derivatives in basic calculus

“…Moreover, Brookhart (2013) presented one of the importance of rubric to improve learning is by using it as an involved and stimulating method of learning, where in the ideal situation a student would not read a rubric once, but use it to reflect, develop and analyze. In addition, a rubric provides a "feed forward mechanism" when rubrics are used by both students and teachers alike, meaning a rubric can encourage the student to reflect on their job and concentrate on how to improve in the future (Cox, Morrison, & Brathwaite, 2015).…”

“…Moreover, through this study, teachers and school administrators would consider enriching the use of innovative materials in teaching mathematics by providing opportunities to students to use tools in maximizing learning in different and new possible ways. Also, there have been several studies and literature about the rubric as an assessment tool (Raposo, De La Serna, & Martinez-Figueira, 2014;Cox & Brathwaite, 2015;Garfolo, 2016;and Muhammad, Lebar & Mokshein, 2018); rubric as a teaching tool (Andrade & Reddy, 2010;and Reynolds-Keefer, 2010;Lucander, Knutsson, Salé, & Jonsson as cited by Jonsson, 2014;and Gulikers and Oonk, 2019).…”

Substitutes for Leadership in Learning Environments

“…Although such rubrics provide an instructor with reliable grading schemas for assignments, they also provide students with clear expectations related to them. Cox et al (2015) argue that rubrics provide students with a feed-forward system, allowing them to regulate their focus of energy toward goals and performance.…”