{"title":"Engaging First Year Students in Assessment Rubrics: Three Personal Experiences","authors":"Katherine Ashman, K. Turner, Dona Martin","doi":"10.14221/ajte.2022v47n2.2","DOIUrl":null,"url":null,"abstract":"In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing our journey we offer three unique, yet jointly considered perspectives on using CRA to extend and enhance learning.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Journal of Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14221/ajte.2022v47n2.2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing our journey we offer three unique, yet jointly considered perspectives on using CRA to extend and enhance learning.
期刊介绍：
The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.
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