Recap: ELDT Lunchtime Webinar: Using Rubrics to Enhance Student Learning

ELDT hosted a webinar on 17 Jan, 2018, on using rubrics for student learning, with guest speaker Victoria Jack from CELT and key contributions from attendees Tony Ward, Steve King and Judy Page.

Linked to the York Pedagogy in terms of designing student work with independent study and peer assessment, we looked at how creating clear assessment criteria in the form of rubrics could help students improve their work through feedback, critical reflection or peer-review (Nicol et al, 2014). Jones et al (2017)  suggest 5 instructional activities to trigger deeper engagement and understanding of criteria. We add our own suggestion of priming the learner (Brown et al, 2014) to engage with rubrics by setting an exercise to create one before attempting to deconstruct the module’s assessment criteria.

sticky notes showing Jones et al's 5 steps for engaging students in marking criteria: deconstruct the rubric, provide examples, peer review, self review and reflective diary.

The session drew upon Tony’s contribution and experience in using rubrics with assessing Public Speaking, and Victoria’s experience on 2 projects: generating assessment criteria with tutors (for shared understanding of standards) and students generating criteria as a learning exercise.

You can view the Webinar recording on using rubrics to enhance student learning.

A related event is our lunchtime show and tell on the rubric tool in March 2017.

Related blog post: Feedback Tools and Techniques

Further Reading

Campbell, A. (2005). Application of ICT and rubrics to the assessment process where professional judgement is involved: The features of an e-marking tool. Assessment & Evaluation in Higher Education, 30(5), 529-537. doi:10.1080/02602930500187055

Heywood, J. (2000). Assessment in higher education: Student learning, teaching, programmes and institutions. London: Jessica Kingsley Publishers. (Chapter 10)

Jones, L., Allen, B., Dunn, P., & Brooker, L. (2017). Demystifying the rubric: A five-step pedagogy to improve student understanding and utilisation of marking criteria. Higher Education Research & Development, 36(1), 129-142. doi:10.1080/07294360.2016.1177000

Light, G., Ph. D, Cox, R., & Calkins, S. (2009). Learning and teaching in higher education: The reflective professional (2nd ed.). London: SAGE.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. doi:10.1080/03075070600572090

Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. doi:10.1080/02602938.2013.795518

Rust, C., Price, M., & O’Donovan, B. (2003). Improving students’ learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147-164. doi:10.1080/02602930301671

Wren, J. J., Campbell, A. B., Heyworth, J. N., & Lovering, C. A. (2011). Improving assessment outcomes through the application of innovative digital technologies. Paper presented at the Australian Technology Network – Assessment Conference, Curtin University, WA.

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