Matt’s Notes
There came a time! That time is now!
It’s been a while.
Maybe you noticed? I’m pretty sure Doug noticed… and likely Dan did as well, over at the punk podcast!
My bad, guys! And anybody else who is interested!
As per Doug’s notes, we did this one about rubrics! I’m sure it’s rad. Please click below as per your preferences…
Really, the centrepiece of this whole podcast deal is the audio… #ednontech
OK! I’m in a new city! My kids are here with me, spending much time with their Grandma and other rad family people! My new job is great! My new colleagues seem excellent so far! I’ve travelled across Canada 3 times in four weeks, and the last time it took two days! And we’re doing it all over again in just a couple of weeks! And I’ve just lately contracted COVID! After going the entire pandemic without it! However, so far it’s more or less flu-like…
Phew…
Anyways, my sincere gratitude to Doug, and to Dan over at the punk podcast. I stand by everything we said in this episode. I think!
Just another day with the LMS, amiright?? #ednontech
Doug’s Notes
Tool Investigation – Rubrics
- Increasing student dissatisfaction with assessment and feedback is an issue of international concern in higher education.
- Standardised marking rubrics have been implemented in some institutions to address this.
- Rubrics are viewed favourably by both staff and students as a method of enhancing consistency in assessment.
- Co creation of rubrics with student enhances their acceptability and utility.
Rubrics are used most effectively when they are co-created with students.
Rubrics can enhance:
- student performance
- students’ perceptions and use of feedback.
- students’ higher order learning
- those learning outcomes that are related to critical thinking and writing.
Self-assessment and self-regulation can be developed so enhancing the ability of students to understand and make use of feedback.
Rubrics make clear what the expectations were for the work and that the rubric helped students construct their work.
Results indicated that students with access to a rubric performed better than students without in three areas:
- higher marks,
- more accuracy in self-assessment, and
- higher scores for self-regulation.
Students who did not like standards find the rubric less helpful than those that were happy with the idea.
Cockett, A., & Jackson, C. (2018). The use of assessment rubrics to enhance feedback in higher education: An integrative literature review. Nurse education today, 69, 8-13.
Usefulness of rubrics
- Students identified that access to a rubric prior to an assessment, with an explanation provided improved their confidence in the assessment process.
- Students felt rubrics helped to clarify the expectations of academic staff in relation to the assessment task
- students used the rubric as a ‘recipe’ that helped guide them and that it acted as a resource which they could use to complete their work to the required standard
- Students found the criteria used in the rubric to be comprehensible and useful, the rubric was also used to;
- assess progress,
- structure the work, and
- to reflect on their own competency in completing the work.
- alignment of the rubric to the assessment was important for student engagement with it
Jonsson, A. (2014). Rubrics as a way of providing transparency in assessment. Assessment & Evaluation in Higher Education, 39(7), 840-852.
- The use of rubrics enhanced the dialogue and relationship between instructors and students.
- The rubric was used to assess different pieces of work, the relationship between the instructors and students was enhanced with a shared meaning and expectations developing about the assessment.
- The rubric making expectations clear it was also found that students used the rubric to self-assess.
- Co-creation of rubrics
- Shared understanding could be developed not just in the preparation of the rubric but also throughout the formative and summative stages of an assessment.
- This enhances students’ performance and their satisfaction with the assessment process.
Menéndez-Varela, J. L., & Gregori-Giralt, E. (2016). The contribution of rubrics to the validity of performance assessment: a study of the conservation–restoration and design undergraduate degrees. Assessment & Evaluation in Higher Education, 41(2), 228-244.
One of the aims of Higher Education is to develop self-regulation and self-management in students and being able to assess competence is an element of this.
Royce Sadler, D. (2014). The futility of attempting to codify academic achievement standards. Higher Education, 67, 273-288.
- Providing students with useful and informative feedback is a key element of any educational programme
- feedback to students in HE needs to be improved
Scott, L., & Fortune, C. (2013). Towards the improvement of the student experience of assessment and feedback in construction management education. European Journal of Engineering Education, 38(6), 661-670.
Word of the podcast
Rubric
Phrase of the podcast
Co-creation of evaluation
Question of the podcast
If you could give learners better feedback, why wouldn’t you?
Us + You = Awesome! Thanks for joining us!
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