Co-construction Process

During Phase 2 of the project, a protocol document was created that guided the way in which lecturers and students worked together to co-construct assessment rubrics. The following table outlines the main processes used to co-construct rubrics. The PDF documents provided throughout the instructions below include the protocol document and data collection instruments that were used throughout this phase of the project. For replication of these research processes, other researchers should feel free to modify these documents to suit their own contexts.

Download the Full co-construction protocol document for Phase 2 here.

STEPS to CO-CONSTRUCTION	PURPOSE	SUPPORT DOCUMENTS & DATA COLLECTION INSTRUMENTS
Step 1: To develop data collection instruments and recruit participants to track the progress of rubric co-construction
Develop data collection instruments to administer before and after co-construction takes place	To answer the “co-construction” aspect of Research Question 2: How can students and teachers co-construct and plan the collaborative use of rubrics for students learning?	Pre-rubric co-construction questionnaire for students Questionnaire 1 – Students – Phase 2 Pre-rubric co-construction questionnaire for lecturers Questionnaire 1 – Lecturers – Phase 2 Post-rubric co-construction questionnaire for students Questionnaire 2 – Students – Phase 2 Post-rubric co-construction questionnaire for lecturers Questionnaire 2 – Lecturers – Phase 2 Focus group schedule for students Focus group – Students – Phase 2 Interview schedule for Lecturers Interview – Lecturers – Phase 2
Recruit pilot group (about 5 lecturers and 5 students)	To test the data collection instruments and make any adjustments deemed necessary.	See six data collection instruments above
Recruit participants	To inform participants of project and for record keeping and tracking.	See the Full co-construction protocol document for Phase 2
Lecturer recruitment	To inform so lecturer can become conversant with process.	See the Full co-construction protocol document for Phase 2 Also see the following sections of this website: Effective Rubric Characteristics (ERCs Rubric examples
Step 2: Guidance on rubric co-construction process and administration of data collection instruments
Meetings between lecturers and researchers	Clarification of rubric co-construction and data collection process. Researchers establish a data collection schedule, in conjunction with lecturers.	See the Full co-construction protocol document for Phase 2 Also see the following sections of this website: Effective Rubric Characteristics (ERCs)
Step 3: Co-construction sessions and data collection
Session 1	Introduction to rubrics in a tertiary setting. Explore effective rubric characteristics (ERCs) and collect data using TPRC 1.	Pre-rubric co-construction questionnaire for students Questionnaire 1 – Students – Phase 2 Pre-rubric co-construction questionnaire for lecturers Questionnaire 1 – Lecturers – Phase 2
Session 2	Introduction to rubric co-construction using prepared draft document.	Draft rubric prepared by lecturer
Session 3	Continue rubric co-construction.
Session 4	Finalise rubric co-construction, proof read and edit, and write instructions for how rubrics will be used collaboratively by teachers and students the following semester. Administer data collection instruments (Questionnaire 2 for Students and Lecturers, Focus group with Students, Interviews with Lecturers).Offer certificate of participation to student-participants.	Pre-rubric co-construction questionnaire for students Questionnaire 1 – Students – Phase 2 Pre-rubric co-construction questionnaire for lecturers Questionnaire 1 – Lecturers – Phase 2 Post-rubric co-construction questionnaire for students Questionnaire 2 – Students – Phase 2 Post-rubric co-construction questionnaire for lecturers Questionnaire 2 – Lecturers – Phase 2 Focus group schedule for students Focus group – Students – Phase 2 Interview schedule for Lecturers Interview – Lecturers – Phase 2

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