Can a Rubric Do More than Be Transparent? Invitation as a New Metaphor for Assessment Criteria

Autor/inn/en	Bearman, Margaret; Ajjawi, Rola
Titel	Can a Rubric Do More than Be Transparent? Invitation as a New Metaphor for Assessment Criteria
Quelle	In: Studies in Higher Education, 46 (2021) 2, S.359-368 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bearman, Margaret) ORCID (Ajjawi, Rola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1637842
Schlagwörter	Scoring Rubrics; Evaluation Criteria; Student Evaluation; Figurative Language; Reflection + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung
Abstract	'Transparency' is frequently invoked when describing assessment criteria in higher education. However, there are limitations to the metaphor: 'transparent' representations give the illusion that everything can (and should) be explicated, and that students are 'seeing through' to the educators' expectations. Drawing from sociomaterial perspectives on standards, an argument is made for a different way of conceptualising assessment criteria. 'Invitational' enactments offer an alternative metaphor, one which intentionally promotes student learning. Three propositions frame potential use of this metaphor: (1) assessment criteria promote learning when they invite students into a 'productive space'; (2) assessment criteria coordinate sustained learning by inviting multiple enactments across tasks; (3) assessment criteria develop sophisticated ways of knowing by inviting student reflection. Drawing from both metaphors, teachers can design assessment materials -- particularly rubrics, task descriptions and exemplars -- which convey their intentions while also prompting students to develop their own ways of working and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01