When rubrics aren’t enough: Exploring exemplars and student rubric co-construction

Ruth Bacchus, Emma Colvin, Elizabeth Knight, Leonora Ritter

Research output: Contribution to journal › Article

Abstract

This study considers and evaluates the implementation of two strategies to improve student engagement with assessment – the provision of exemplars in conjunction with rubrics, and student co-construction of rubrics – as, respectively, a supplement and an alternative to teacher-designed rubrics. It follows our 2016 finding that teacher-designed rubrics, alone, may not provide students with sufficient clarity and transparency about assessment tasks either before beginning the task or upon receiving feedback. The use of exemplars to support rubrics was found to be the more effective strategy, although the idea of student rubric co-construction was found to have some promise. A key contribution of this paper is that it suggests the importance of the affective dimensions of students’ engagement with assessment.
Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalJournal of Curriculum and Pedagogy
DOIs
Publication statusE-pub ahead of print - 01 Jul 2019

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Bacchus, Ruth ; Colvin, Emma ; Knight, Elizabeth ; Ritter, Leonora. / When rubrics aren’t enough : Exploring exemplars and student rubric co-construction. In: Journal of Curriculum and Pedagogy. 2019 ; pp. 1-14.
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Bacchus, R, Colvin, E, Knight, E & Ritter, L 2019, 'When rubrics aren’t enough: Exploring exemplars and student rubric co-construction', Journal of Curriculum and Pedagogy, pp. 1-14. https://doi.org/10.1080/15505170.2019.1627617

When rubrics aren’t enough : Exploring exemplars and student rubric co-construction. / Bacchus, Ruth; Colvin, Emma; Knight, Elizabeth; Ritter, Leonora.

In: Journal of Curriculum and Pedagogy, 01.07.2019, p. 1-14.

Research output: Contribution to journal › Article

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Bacchus R, Colvin E, Knight E, Ritter L. When rubrics aren’t enough: Exploring exemplars and student rubric co-construction. Journal of Curriculum and Pedagogy. 2019 Jul 1;1-14. https://doi.org/10.1080/15505170.2019.1627617

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