{"title":"Using rubrics to improve the assessment lifecycle: a case study","authors":"Marius Miknis, Ross Davies, Clare Johnson","doi":"10.1080/23752696.2020.1816843","DOIUrl":null,"url":null,"abstract":"ABSTRACT This paper explores whether students’ learning outcomes can be improved through the use of self-assessment rubrics. Students on a computer programming module in a Higher Education Institution were required to complete a self-assessment using the same rubric as the assessors. Observing discrepancies between the grades the students were receiving, and the grades the students thought they should be receiving, the lecturers made improvements to the pedagogical approaches taken for some elements of the course by changing the format and focus of classroom activities. This resulted in both improved grades and improved self-regulation by students. The process was facilitated through a system created by the authors of the paper called SAFE (Self-Assessment Feedback and Evaluation Learner Lifecycle), which greatly enhances the learner feedback lifecycle of an assignment. The research corroborates existing studies around the importance of revisiting feedback both for assessor and student.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1816843","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2020.1816843","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 3
Abstract
ABSTRACT This paper explores whether students’ learning outcomes can be improved through the use of self-assessment rubrics. Students on a computer programming module in a Higher Education Institution were required to complete a self-assessment using the same rubric as the assessors. Observing discrepancies between the grades the students were receiving, and the grades the students thought they should be receiving, the lecturers made improvements to the pedagogical approaches taken for some elements of the course by changing the format and focus of classroom activities. This resulted in both improved grades and improved self-regulation by students. The process was facilitated through a system created by the authors of the paper called SAFE (Self-Assessment Feedback and Evaluation Learner Lifecycle), which greatly enhances the learner feedback lifecycle of an assignment. The research corroborates existing studies around the importance of revisiting feedback both for assessor and student.
期刊介绍：
The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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