The Student Experience of Criterion-Referenced Assessment (Through the Introduction of a Common Criteria Assessment Grid)

O'Donovan, Berry; Price, Margaret; Rust, Chris

doi:10.1080/147032901300002873

Cited by 80 publications

(47 citation statements)

References 11 publications

(8 reference statements)

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“…This effect has also been described before (Skorupski and Hambleton 2005;O'Donovan, Price, and Rust 2000). We incorporated the training session to impede it, but the current findings indicate that despite the training the understanding of the criteria differed.…”

Section: Conclusion and Discussionmentioning

confidence: 63%

The explication of quality standards in self-evaluation

Bronkhorst

Baartman

Stokking

2012

Assessment in Education: Principles, Policy & Practice

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Section: Conclusion and Discussionmentioning

confidence: 63%

The explication of quality standards in self-evaluation

Bronkhorst

Baartman

Stokking

2012

Assessment in Education: Principles, Policy & Practice

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“…En algunos casos también se han registrado actitudes negativas de algunos docentes reticentes al cambio de metodología y por tanto no conformes con el uso de rúbricas (Kutlu, Yildirim & Bilican, 2010). A todo ello, se unen percepciones de alumnos que encuentran estos métodos generadores de estrés y de mayor exigencia de trabajo (Panadero & Romero, 2014); pero, sobre todo, los expertos en la materia coinciden en que cuestiones como la interpretación de múltiples criterios y estándares, constituyen las dificultades más relevantes (O'Donovan, Price & Rust, 2001). Además, su puesta en práctica es compleja y puede resultar muy complicada para principiantes (Sadler, 2009), sin olvidar que el uso de rúbricas no puede mejorar la fiabilidad o validez de la evaluación si los evaluadores no están bien entrenados sobre cómo diseñarlas y aplicarlas de manera efectiva (Rezaei & Lovorn, 2010).…”

Section: Las Rúbricasunclassified

“…En esta línea, O'Donovan et al (2001) explicitan la claridad que poseen estas herramientas en relación con los requisitos evaluativos y Blommel y Abate (2007) hacen hincapié en que las rúbricas evitan perder el tiempo en tareas innecesarias.…”

Section: Discusión Y Conclusionesunclassified

Opinión del alumnado sobre el empleo de rúbricas en la universidad

2017

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RESUMENEl actual modelo educativo de formación en competencias requiere que todos los elementos del currículo giren en torno al desarrollo de las mismas por parte del alumnado. También la evaluación debe encaminarse a comprobar el nivel de logro de las competencias requeridas. Para ello se necesita variedad de instrumentos de recogida de información que pongan de manifiesto la diversidad de competencias a adquirir. Una de las herramientas más utilizadas en la actualidad para este fin son las denominadas rúbricas. Por ello, en esta investigación nos propusimos analizar el grado de adecuación de dichas herramientas de evaluación desde la percepción del alumnado universitario. Mediante la aplicación del método descriptivo no experimental, se aplicó un cuestionario de elaboración propia a 440 estudiantes de Pedagogía. Los resultados indican buena validez y fiabilidad de dicho instrumento, así como que las rúbricas poseen altas ventajas frente a los inconvenientes que pueden conllevar.Palabras clave: evaluación de competencias, rúbricas, educación superior.ABSTRACT The current educational model of training requires that all elements of the curriculum revolve around students' development of competences. Also, the assessment should be directed to check the level of achievement of the required competences. For this purpose, a variety of data collection instruments are necessary in order to reveal the diversity of competences to acquire. Rubrics are one of the main tools used for this purpose. So in this investigation we decided to analyze the grade of adequacy of these assessment tools from the perception of university students. By applying a non-experimental descriptive method, we applied a self-development questionnaire to 440 students of Pedagogy. The results indicate good validity and reliability of the instrument and stablish the rubrics have high advantages over the possible disadvantages associated.

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“…Orr (2007) observed that Transparency seems to have become confused with the idea of wri8ng things down (Orr 2007: 646). A longitudinal study of assessment prac(ce iden(fied the tacit nature of assessment criteria as a key issue and emphasised the difficulty of transferring tacit knowledge to others (O'Donovan et al, 2001;Rust et al, 2003;O'Donovan et al, 2004). Assessment criteria ofen contain words such as 'analy(cal' and 'cri(cally evaluate', but these words are meaningless without a framework and a common understanding.…”

Section: Literature Reviewmentioning

confidence: 99%

Co-creation of Marking Criteria: Students as Partners in the Assessment Process

Meer¹,

Chapman²

2014

Business and Management Education in HE

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This ar(cle focuses on the final itera(on of a four--year longitudinal ac(on research project that culminates in students ac(ng as partners in the assessment process by co--crea(ng and u(lising marking criteria Three versions of the marking criteria are discussed, one wri^en by the academic staff, one wri^en by the students and a final version agreed through nego(a(on and collabora(on. This ar(cle argues that this partnership working empowers the students and gives them ownership of the criteria which were then used in a peer and self--assessment exercise. Differences in values and language are discussed, with gaps between student understanding and lecturers' academic discourse. This ar(cle concludes that for students to fully understand marking criteria they need to be ac(ve par(cipants in the process and using discussion and collabora(on in this way brings students into the academic community of prac(ce.

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The Student Experience of Criterion-Referenced Assessment (Through the Introduction of a Common Criteria Assessment Grid)

Cited by 80 publications

References 11 publications

The explication of quality standards in self-evaluation

The explication of quality standards in self-evaluation

Opinión del alumnado sobre el empleo de rúbricas en la universidad

Co-creation of Marking Criteria: Students as Partners in the Assessment Process

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