Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria

Lorraine V Jones; Bill Allen; Peter K Dunn; Lesley R Brooker

doi:10.1080/07294360.2016.1177000

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Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria

Journal article

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Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria

Lorraine V Jones, Bill Allen, Peter K Dunn and Lesley R Brooker

Higher Education Research & Development, Vol.36(1), pp.129-142

2017

DOI: https://doi.org/10.1080/07294360.2016.1177000

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Abstract

criterion-referenced assessment

higher education

pedagogy

peer review

rubric

self review

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.

Details

Title: Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria
Authors: Lorraine V Jones (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Bill Allen (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Peter K Dunn (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Lesley R Brooker (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Publication details: Higher Education Research & Development, Vol.36(1), pp.129-142
Publisher: Routledge
Date published: 2017
DOI: 10.1080/07294360.2016.1177000
ISSN: 0729-4360
Organisation Unit: School of Education - Legacy; University of the Sunshine Coast, Queensland; School of Health and Sport Sciences - Legacy; School of Science, Technology and Engineering
Language: English
Record Identifier: 99449577002621
Output Type: Journal article

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