A Plan for the Co-Construction and Collaborative Use of Rubrics for Student Learning

Peter Kilgour, Maria Northcote, Williams Anthony, Andrew Kilgour

Research output: Contribution to journalArticle

Abstract

The use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions.
Original languageEnglish
JournalAssessment in Higher Education
Volume44
Issue number8
DOIs
Publication statusE-pub ahead of print - May 2019

Fingerprint

teacher
learning
student
grading
educator
questionnaire
interview
education
experience
Group

Cite this

@article{44e03aa2324e493781c417e888c163ea,
title = "A Plan for the Co-Construction and Collaborative Use of Rubrics for Student Learning",
abstract = "The use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions.",
author = "Peter Kilgour and Maria Northcote and Williams Anthony and Andrew Kilgour",
year = "2019",
month = "5",
doi = "10.1080/02602938.2019.1614523",
language = "English",
volume = "44",
journal = "Assessment in Higher Education",
issn = "0260-2938",
publisher = "Taylor & Francis",
number = "8",

}

A Plan for the Co-Construction and Collaborative Use of Rubrics for Student Learning. / Kilgour, Peter; Northcote, Maria; Anthony, Williams; Kilgour, Andrew.

In: Assessment in Higher Education, Vol. 44, No. 8, 05.2019.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A Plan for the Co-Construction and Collaborative Use of Rubrics for Student Learning

AU - Kilgour, Peter

AU - Northcote, Maria

AU - Anthony, Williams

AU - Kilgour, Andrew

PY - 2019/5

Y1 - 2019/5

N2 - The use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions.

AB - The use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions.

U2 - 10.1080/02602938.2019.1614523

DO - 10.1080/02602938.2019.1614523

M3 - Article

VL - 44

JO - Assessment in Higher Education

JF - Assessment in Higher Education

SN - 0260-2938

IS - 8

ER -