Peripheries and praxis: the effect of rubric co-construction on student perceptions of their learning (original) (raw)

If we could do this with every subject, open it up to a wider swathe of students having an input would be revolutionary in their learning. (UTS writing lecturer, Owning the Rubric project) The construction of assessment rubrics is often educator-centric as lecturers work in isolation to compose grading tools. While there is a pedagogical goal to construct instruments that align with learning outcomes and guide the assessment of students’ learning, students are often at the periphery of this process. In many higher education institutions, students are accustomed to receiving assessment feedback but they are not, typically, active participants in the feedback cycle. Increasingly, institutions are seeking evidence of greater student engagement in their tertiary learning experience. Accordingly, academics seek to innovate practice and enhance curricula by creating more opportunities for student involvement, thus creating a shared understanding of it and associated assessment tasks. Resp...

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