‘Who are you to judge my writing?’: Student collaboration in the co-construction of assessment rubrics

Abstract

Collaborative models of involving students in the co-construction of assessment rubrics are rare. Inviting students to take part actively in the design of assessment rubrics is one method of filling this research gap, garnering a shared understanding of assessment requirements. Rubrics traditionally are constructed by educators, based on set criteria, in order to streamline grading more cohesively and equitably. But research demonstrates that assessment rubric use is of more benefit to the educator in grading, than to the student in undertaking the assessment task-the educator understands requirements but specific requirements are not clear to the student. Using a multiple case study research approach incorporating a modified Delphi method to gather expert views on rubrics, the study outlined in this paper explores the outcomes of collaborating with creative writing students at the rubric design stage of the assessment process. This paper discusses the rubric co-construction process facilitated by a writing lecturer and a team of students from one university who took part in collaborating and developing a creative writing assessment rubric. The processes adopted to implement this co-construction are reported, the products of which

Uso de Rubricas em Pesquisas de Informática e Educação - Uma Revisão Sistemática da Literatura

“…As rubricas são de grande importância na Ciências da Educação bem como na Informática na Educação. As razões já foram descritas por diversos autores [1,28], as principais são:…”

Impacto del uso de rúbricas de autoevaluación y coevaluación sobre el desempeño escritural de docentes en formación

“…Las rúbricas para evaluar la escritura han sido objeto de investigación. Algunas de las problemáticas que se han planteado en este campo son: la necesidad de la participación de los estudiantes en la elaboración de las rúbricas (Joseph et al, 2020), la relación entre rúbricas y desempeño escritural (De La Paz y Felton, 2010;Glaser y Brunstein, 2007;Kiuhara et al, 2012) y el desarrollo de estrategias que contribuyan a que los criterios y niveles que se indican en las rúbricas favorezcan tanto los procesos de planificación como de ejecución de la tarea y no solo su evaluación final (Sundeen, 2014).…”

Teachers’ Perceptions and Practices of Assessment Rubrics in Assessing Students’ Learning at Higher Education Level

“…If rubrics with such kind of purposes are constructed in a collaborative manner (i.e., both teacher and students sit together to decide what to teach and how to assess etc.) can help faculty refine their teaching skills (Joseph, Rickett, Northcote & Christian, 2020). Yet another important characteristic of a well-designed rubric is to inform a teacher to explore blind spots of teaching learning activities.…”

“…Moreover, a rubric is found to be a source of stimulus for students to generate discussion on teacher's feedback when the purpose of assessment is formative. Thus, it is preferred to design rubric in a collaborative manner that is the co-construction of assessment rubrics which is a challenging task for teachers to think about (Joseph et al, 2020).…”