hkr.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The use of rubrics to support AfL in higher education
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. (LISMA)ORCID iD: 0000-0002-3251-6082
Spanien.
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Research on the use of rubrics has shown that rubrics can aid assessors in achieving acceptable levels of consistency when scoring performance tasks. However, by making assessment expectations explicit the use of rubrics has also been shown to promote learning and/or improve instruction. In this contribution we draw on four systematic reviews on the use of rubrics, as well as some other significant publications. From this research we propose and present two different ways in which the transparency provided by rubrics have been shown to support student learning, together with examples of relevant studies. These two ways are through (1) facilitating the understanding and use of feedback and through (2) facilitating students’ self-regulated learning. Based on the same research, we have also sketched recommendations for how to design and use rubrics to support formative-assessment practices. Examples of such recommendations are to use an analytic scoring strategy, several quality levels, task-level specificity and direct criteria, but also to make the rubrics accessible to the students. Furthermore, we have addressed some of the important critique that have been voiced against the use of rubrics, such as the “indeterminacy of criteria”. This paper, however, only focus on the two ways in which the use of rubrics facilitate student learning.

Place, publisher, year, edition, pages
2018.
Keywords [en]
Assessment, Feedback, Scoring rubrics, Self-regulated learning
National Category
Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-18491OAI: oai:DiVA.org:hkr-18491DiVA, id: diva2:1238551
Conference
EARLI SIG 1 Assessment Conference, Munich, Germany
Available from: 2018-08-14 Created: 2018-08-14 Last updated: 2018-10-22Bibliographically approved

Open Access in DiVA

No full text in DiVA

Search in DiVA

By author/editor
Jönsson, Anders
By organisation
Research environment Learning in Science and Mathematics (LISMA)Avdelningen för matematik- och naturvetenskapernas didaktik
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 213 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf