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1.
Abstract

Assessment rubrics intend to make criteria explicit to students. However, an understanding of assessment criteria requires tacit knowledge about which students may not be aware. The lack of such knowledge is notable in undergraduate health science students taking a compulsory course in the social sciences. This study performed a content analysis of how 1st year health sciences students interpret a SOLO assessment rubric for a sociology ‘reflection piece’ essay. The findings suggest that empiricism, standardisation and lack of tacit knowledge limit students’ ways of reasoning about the rubric. These limitations manifest in a methodical difference between students’ expectations and lecturers’ intentions of using a rubric. This difference is illustrated by the students’ need for procedural knowledge and the lecturer’s expectation of conceptual knowledge. These differences have implications for teaching, learning and assessment in health sciences undergraduate education. The findings also justify a dialogical approach to assessments through facilitating students’ epistemological development.  相似文献   

2.
A tool for self assessment in secondary art education was developed and tested. The tool includes rubrics for assessing production and reception activities in art education and consists of visual and text rubrics. The criteria in the rubrics are based on the Common European Framework of Reference for Visual Literacy which was developed by The European Network of Visual Literacy (ENViL). The way teachers and students use the rubrics, whether they consider them helpful and to what extent students’ self‐assessments are in line with teacher assessments was studied. It was concluded that teachers work with the rubrics intensively and both students and teachers appreciate its visual form. However, it was found that the agreement between teachers and students about the students’ scores was moderate and needed to improve. The results show that it is untrue that students, or boys in particular, overestimate their own performance in art education. The current study contributes to the development of feasible and valid assessment criteria and instruments in secondary art education.  相似文献   

3.
This paper focuses on formative assessment in the field of higher education. It examines Bernstein’s work on vertical discourses and knowledge structures with the view to deepening understanding of the concept of assessment for learning. The first part of the paper draws on Vygotsky’s work on concept development and Bernstein’s work on knowledge structures to explain why ‘generalisation’ and ‘hierarchy’ are central in knowledge acquisition. It then explores Bernstein’s claim that, within the vertical discourse, different knowledge structures (hierarchical and horizontal) afford greater or lesser visibility of their epistemic structure, and thus of their evaluation criteria of what counts as a legitimate text. The second part of the paper investigates the ways epistemic expectations are signalled through the practice of evaluation to first‐year university students in a professional education course and proposes that markers do not offer students stuffiest access to recognition rules necessary for producing legitimate texts in the future. Drawing on Maton’s distinction between semantic gravity and semantic density, the paper offers an example of how markers could recast what is present in students’ work to offer students access to key ordering principles in vertical discourses.  相似文献   

4.
Marking-criteria rubrics are commonly used to judge the quality of student work, but few students receive instruction to effectively use and apply rubrics. This study investigates an intervention designed to encourage effective utilisation of rubrics. The study, completed over two years (2011: n?=?189 respondents; 2012: n?=?464 respondents) in a large first-year course, explored how five instructional activities, used formatively and sequentially impacted student learning. This intervention comprised: (1) deconstruction of the rubric and standardising the marking method; (2) examples and exemplars; (3) peer review; (4) self-review; and (5) a reflective diary. Results showed an increase in student confidence with marking criteria and assessment (89% in 2011) and a statistically significant improvement in marks. Most students (77% in 2011 and 90% in 2012) rated each intervention as useful. Student feedback indicated that substantial changes occurred between initial drafts and final submission, which resulted in improvements in student performance scores.  相似文献   

5.
《Africa Education Review》2013,10(3):415-428
ABSTRACT

The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers’ usage of rubrics is limited. This article explores the lecturers’ perceptions of rubrics, in particular, its use and design, the role it can play in informing one's teaching practice and in curriculum review and development. The data shows that many lecturers use the rubric in a very mechanical and unconscious manner and view it mostly as a grading tool with limited instructional value. While acknowledging the rubric as a reflective tool for students, lecturers do not perceive it as having the same benefits for them. The findings, therefore suggest more conversations around the role that rubrics can play in informing one's teaching practice and course design. It also suggests further research into this area.  相似文献   

6.
This action research demonstrates the answer to this question: How can literacy professors provide effective training in evaluating writing to preservice graduate education students? The study examines writing assessment instruction in the context of a literacy course required of preservice teachers seeking secondary (7–12) certification in content area instruction. Approximately half of the course is devoted to instruction in 3 areas of writing assessment: (1) theory and practice in aspects of holistic writing assessment analysis, (2) methods for designing teachable rubrics, and (3) approaches to creating and sharing written feedback. Student-participants’ written responses to protocols demonstrate learning outcomes in these 3 areas along with their attitudes and the effects of their practice with an authentic set of high school students’ essays. The study demonstrates the effectiveness of this assessment instruction as a part of overall effectiveness in teacher preparation programs at the graduate level.  相似文献   

7.
The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning self-regulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students’ activation of learning strategies.  相似文献   

8.
Standards-based assessment rubrics are recognised as an important tool for ensuring clear criteria in higher education. Most of the available evidence on rubrics comes from studies with face-to-face undergraduate students. Our study evaluated the introduction of rubrics into a postgraduate subject that included both online and face-to-face students. We conducted formative evaluation with former students to develop the rubrics, as well as surveying current students for process and impact evaluation, supplemented with a focus group. Process results showed that the rubrics were used widely and were generally considered to be of at least some use. Clarity of the rubrics was the main issue affecting perceived usefulness, particularly for the assessment tasks that had undergone comparatively less formative evaluation. Impact evaluation showed mixed results, with students that reported always using rubrics having higher marks on average compared to students who did not always use the rubrics. However, an expected improvement in marks across the whole student cohort compared to previous years did not eventuate, although this could be explained by a number of factors independent of the rubrics. Our results provide some evidence for the use of rubrics in postgraduate and online settings but highlight the need for rigorous formative evaluation.  相似文献   

9.
Rubrics are increasingly used as tools to evaluate student work. This study examined BSW students' perceptions of the benefits and challenges of using rubrics. Pre- and posttest questionnaires were administered to 35 students in two sections of a diversity course. Students judged the use of rubrics favorably. Rubrics communicated the instructors' expectations, clarified how to write course assignments, explained grade and point deductions and, in general, made course expectations clearer. Students suggested that the rubric design should be self-explanatory and easy to follow. If carefully developed, rubrics may be a useful tool for advancing student learning in social work programs.  相似文献   

10.
This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively aligned PBL course for business communication. Eight students who had made notable progress were chosen for retrospective analysis. The data included 48 journal entries, interviews, and writing samples collected at different stages of the course. This study identified taxonomies of participants’ beliefs about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes.  相似文献   

11.
Lack of clarity about assessment criteria and standards is a source of anxiety for many first-year university students. The Developing Understanding of Assessment for Learning (DUAL) programme was designed as a staged approach to gradually familiarise students with expectations, and to provide opportunities for the development of the skills required to successfully complete assessment tasks. This paper investigated the students’ perceptions of the first two components of the DUAL programme, which assist first-year biology students to engage with stated assessment criteria and standards in order to develop their capacity to make judgements about scientific report exemplars, their peers’ scientific reports and ultimately their own. The study found strong evidence (96% of responses) that the marking and discussion of exemplar reports with peers and demonstrators clarified expectations of scientific report writing. A key feature of this element of DUAL was the opportunity for structured discussion about assessment criteria and standards between peers and markers (demonstrators). During these discussions, students can clarify explicit statements and develop a tacit knowledge base to enhance their ability to judge the quality of others’ work and their own. The peer review exercise (the second element of DUAL) was not rated as highly, with 65% of students finding the process helpful for improving their report. The negative reactions by a sizeable minority of students highlight the need to clearly communicate the expectations and benefits of peer review, with a focus on how the process of giving feedback to peers might benefit a student as much as receiving feedback on their own report.  相似文献   

12.
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13.
Several benefits of using scoring rubrics in performance assessments have been proposed, such as increased consistency of scoring, the possibility to facilitate valid judgment of complex competencies, and promotion of learning. This paper investigates whether evidence for these claims can be found in the research literature. Several databases were searched for empirical research on rubrics, resulting in a total of 75 studies relevant for this review. Conclusions are that: (1) the reliable scoring of performance assessments can be enhanced by the use of rubrics, especially if they are analytic, topic-specific, and complemented with exemplars and/or rater training; (2) rubrics do not facilitate valid judgment of performance assessments per se. However, valid assessment could be facilitated by using a more comprehensive framework of validity when validating the rubric; (3) rubrics seem to have the potential of promoting learning and/or improve instruction. The main reason for this potential lies in the fact that rubrics make expectations and criteria explicit, which also facilitates feedback and self-assessment.  相似文献   

14.
ABSTRACT

Standards-based grading (SBG) tightly links student assessment to course learning objectives, providing students with meaningful feedback. A well-designed SBG system should ease first-year engineering (FYE) students’ transition to tertiary education by setting clear expectations and enabling self-monitoring of learning progress. However, when students fail to access and use resources and feedback to guide their learning, the effort to construct an SBG system is not commensurate with the student learning benefits. FYE students in a course using SBG self-reported their access to and use of SBG resources and feedback to guide their work on assignments and prepare for exams. Access and use was low at the start or the semester but improved mid-semester around exam time. In a subsequent semester, strategies were employed to increase students’ engagement with the SBG system. Students’ access and use was significantly higher in the beginning of the semester. Insights on students’ engagement related to course management decisions are offered.  相似文献   

15.

Mathematical modeling is a high-leverage topic, critical for college and career readiness, participation in STEM education, and civic engagement. Mathematical modeling involves connecting real-world situations, phenomenon, and/or data with mathematical models, and in this way applies across various STEM disciplines, including mathematics, engineering, and science. Although research has begun to explore mathematical modeling instruction in the elementary grades, questions remain about how to assess student learning at the elementary level. We addressed this need by designing an assessment of mathematical modeling competencies for students in grades 3 through 5. Informed by international research, our assessment includes a hybrid structure to assess mathematical modeling competencies holistically (as students engage in the complete modeling process) and atomistically (as students engage in different components of the modeling process, including making sense of phenomena and real-world situations, setting up and operating on mathematical models, and interpreting results in relation to the real-world context). We conducted student interviews, followed by two rounds of pilot testing to inform item development and ensure acceptable psychometric properties. The final assessment included 13 items (9 multiple choice, 3 open-response, and 1 complete modeling task). We describe our assessment development process, and provide sample assessment items and detailed coding rubrics. We summarize quantitative analyses which established high reliability and low standard error for our assessment, supporting its use for grades 3 to 5. Implications of our framework and assessment for mathematical modeling instruction and future research on STEM learning are discussed.

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16.
ABSTRACT

Rubrics can guide teachers to provide effective feedback and students’ peer- and self-assessment. This paper examines the effect of rubric use in flipped learning activities on students’ learning achievement, metacognitive awareness, and cognitive load through a quasi-experiment. A total of 83 university students were randomly assigned to an experimental group or a control group. The students in the experimental group were given rubrics in performing pre-class learning activities on the cloud platform, while those in the control group used rubrics in post-class assessment and modification of their finished works. The results show that rubric use can assist flipped learning by improving students’ learning achievement and metacognitive awareness, while reducing their cognitive load. Using rubrics before in-class work can yield stronger benefits in raising metacognitive awareness and lessening cognitive load. Moreover, the study reveals that students tend to hold a generally favorable attitude toward rubric use. These findings imply that appropriate use of rubrics in flipped learning has the potential to create a more efficient and learner-friendly condition to enhance self-regulated learning.  相似文献   

17.
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18.
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.  相似文献   

19.
This paper reports on a study of undergraduate students’ experiences with criteria‐referenced self‐assessment. Fourteen students who had taken a course involving self‐assessment were interviewed in focus groups segregated by gender. The findings suggest that students had positive attitudes toward self‐assessment after extended practice; felt they can effectively self‐assess when they know their teacher’s expectations; claimed to use self‐assessment to check their work and guide revision; and believed the benefits of self‐assessment include improvements in grades, quality of work, motivation and learning. There were indications that some students sensed a tension between their own standards for good work and some of their teachers’ standards. There was no evidence of differences in the responses of male and female students. The paper concludes with the suggestion that self‐assessment involves a complex process of internalization and self‐regulation, and with implications for research and practice.  相似文献   

20.
The recent literature has shown the importance of preservice elementary science teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education programmes in line with the development of scientific competences. This paper presents the results of the design and implementation of a training programme of 6 sessions (12 h of class participation plus 8 h of personal homework) on argumentation. The programme was carried out by 57 Spanish PESTs from Malaga, Spain. The training programme incorporates the innovative use of certain strategies to improve competence in argumentation, such as teaching PESTs to identify the elements of arguments in order to design assessment rubrics or by including peer assessment during evaluation with and without rubrics. The results obtained on implementing the training programme were evaluated based on the development of PESTs’ argumentation competence using Toulmin’s argumentative model. Data collection methods involved two tasks carried out at the beginning and the end of the programme, i.e., pre- and post-test, respectively. The conclusion of the study is that students made significant progress in their argumentation competence on completing the course. In addition, PESTs who followed the training programme achieved statistically better results at the end than those in the control group (n = 41), who followed a traditional teaching programme. A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice.  相似文献   

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