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Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Why not rubrics in doctoral education?
Assessment & Evaluation in Higher Education, Vol.49(8), pp.1061-1073
2024
Appears in UniSC Supported Open Access Outputs
Abstract
Research on assessment in the field of doctoral education remains an underexplored domain, particularly concerning the preconfirmation or probationary stage of candidature, when attrition is at its highest. We propose that the use of rubrics in this preconfirmation stage has the potential to improve feedback literacy and overall progression to completion. While rubrics have been commonplace in undergraduate education for over two decades, their application in doctoral education remains rare. While it has been argued that the variability in doctoral assessment may not align with rubrics, customizing discipline-specific rubrics could provide clarity for students and supervisors, helping them better understand the expectations and standards. A review of existing studies on the use of rubrics in doctoral education highlights the need for further research in this area. We conclude by raising the overarching research question of whether rubrics have a place in doctoral education at the preconfirmation or probationary stage of candidature.
Details
- Title
- Why not rubrics in doctoral education?
- Authors
- Peter Grainger (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessMichael D Carey (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessCraig Johnston - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- Assessment & Evaluation in Higher Education, Vol.49(8), pp.1061-1073
- Publisher
- Routledge
- Date published
- 2024
- DOI
- 10.1080/02602938.2024.2338924
- ISSN
- 1469-297X; 0260-2938
- Copyright note
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; Engage Research Lab
- Language
- English
- Record Identifier
- 991017498902621
- Output Type
- Journal article
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