Using Student-Instructor Co-Constructed Rubrics in Signature Assessment for Business Students: Benefits and Challenges

Autor/inn/en	Zhao, Ke; Zhou, Jiming; Dawson, Phillip
Titel	Using Student-Instructor Co-Constructed Rubrics in Signature Assessment for Business Students: Benefits and Challenges
Quelle	In: Assessment in Education: Principles, Policy & Practice, 28 (2021) 2, S.170-190 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Ke) ORCID (Zhou, Jiming) ORCID (Dawson, Phillip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2021.1908225
Schlagwörter	Teacher Student Relationship; Scoring Rubrics; Student Evaluation; Business Administration Education; College Students; Peer Evaluation; School Business Relationship; Competence; Foreign Countries; Student Attitudes; China + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung; Collegestudent; Kompetenz; Ausland; Schülerverhalten
Abstract	In the business disciplines, there is a disconnection between what employers expect graduates to do and what graduates are actually able to do. Limited research has been done on the interfaces of professionals' aspirations, university instructors' enactment, and university learners' experiences. To address this well-felt gap, we conducted a series of interviews with employers in the industry and designed a peer-assessment loop consisting of rubrics co-construction, rubric-guided learning and performance, rubric-referenced peer review, and rubric-referenced reflection in a university course. Learners' views on and experiences in the assessment processes were explored through analysing their written reflections. The paper provides an empirical example of designing and enacting signature assessment. The design of case-based peer assessment loops with co-constructed rubrics mirrors the operational genres, cognitive challenges, and emotional dynamics of business professional practices. Researching the benefits and challenges of this assessment design contributes to sustaining student learning in and beyond higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01