This project produced a number of practical recommendations that are
offered here as a set of suggestions for how to set up the process of
rubric co-construction in higher education contexts.
What to do before the semester starts
- Look at
Effective Rubric Characteristics
- Call for volunteer student co-constructors
- Plan collaboration sessions
- Gather rubric exemplars
- Create document with course learning outcomes
- Create document with assessment task instructions
- Create rubric drafts for assessments
How to prepare students
- Discuss ideology behind co-construction notions
- Ensure students and teachers calibrate their understandings of:
- Graduate attributes;
- Performance level descriptors; and
- Marking criteria.
- Distribute Australian Quality Framework (AQF)
- Distribute Course Learning Outcomes
- Distribute Student Learning Outcomes
- Distribute assessment task instructions
- Distribute rubric exemplars
- Discuss time imperatives for co-construction sessions
- Organise times for sessions
Cautions
- Students may feel intimidated working with academics; bring
genuine strategies to minimise this
- Make the co-construction space a safe and equal one
- Do not use academic language
- Do not use ambiguous language
- Only use performance level descriptors that define the work, not
the student undertaking the work
- Make sure performance level descriptors are aligned to learning
outcomes
- Performance level descriptors must be relevant to the course
level (first year, postgraduate etc), to the discipline and the
standard required for each task
- Always negotiate language and wording for each section with
students
- Avoid using the word ‘average’ in performance level headings
since it is based on comparison to something that is not defined.
If you just want to try a few ideas
but not the full co-construction process
This can be accomplished electronically:
- Send rubric assessment and assessment task
details to entire cohort
- Create an online forum e.g., within
Blackboard/Moodle etc to gather feedback
- Request students read the assessment task
and the rubric, and post on forum or email directly to the lecturer
with:
- points for improvement;
- where language is verbose or ambiguous;
- where there is not clarity;
- where something is missing
This can be accomplished in first class of subject:
- Distribute rubric assessment and assessment
task either physically, or projected online
- Open discussion by reading through each
criteria and gleaning feedback from class
- Urge students to speak up; that it is a
genuine attempt at gaining their feedback
- Suggest if they think of further ideas in
following days, to email them through to lecturer for consideration
Future ideas for research
- The project involved students in assessment design processes but
did not attempt to involve students in moderation/calibration
processes; managing the issue of confidentiality in giving students
access to their peers’ grades in order for student moderation became
an insurmountable one. We decided to remove this aspect of
moderation, creating a possible nexus for future research.
- Cohorts from five different disciplines were involved in the
project. We invite other researchers to replicate this research,
using the protocols and data gathering instruments created during
this study, to further investigate the impact of rubric
co-construction on lecturer and student perceptions of effective
assessment practices.
- The project investigated the impact of rubric
co-construction and use on lecturer and student perceptions of
student learning. Future research is recommended into the impact of
rubric co-construction and use on the actual learning outcomes of
students.
For more details about the project’s
findings, see:
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