A Plan for the Co-Construction and Collaborative Use of Rubrics for Student Learning

Autor/inn/en	Kilgour, Peter; Northcote, Maria; Williams, Anthony; Kilgour, Andrew
Titel	A Plan for the Co-Construction and Collaborative Use of Rubrics for Student Learning
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 1, S. 140-153Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Kilgour, Peter) ORCID (Northcote, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1614523
Schlagwörter	Forschungsbericht; Scoring Rubrics; Teacher Student Relationship; Educational Cooperation; College Faculty; College Students; Student Attitudes; Teacher Attitudes; Foreign Countries; Material Development; Australia + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Education; cooperation; Kooperation; Fakultät; Collegestudent; Schülerverhalten; Lehrerverhalten; Ausland; Lehrmaterialentwicklung; Australien
Abstract	The use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04