Effects of rubric quality on marker variation in higher education

Chakraborty, Subrata; Dann, Christopher; Mandal, Anuradha; Dann, Beverly; Paul, Manoranjan; Hafeez‐Baig, Abdul

doi:10.1016/j.stueduc.2021.100997

Cited by 6 publications

(3 citation statements)

References 44 publications

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“…The criteria for the categorization of quality SAS models were taken from Bloom, (Fauzan, Plomp, & Gravemeijer, 2013) with the following steps. 3 presents the Validity of the SAS model (Chakraborty, Dann, Mandal, Dann, & Paul, 2021). (Chakraborty et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

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Authentic assessment development science to assess student competency

Tawil

Said²,

Suryansari³

2023

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This study aimed to examine authentic models of science assessment in assessing the competence of senior high school students who met the criteria of validity, practicality, and effectiveness. The methodology applied was an evaluation and developmental research. Research was conducted in senior high school in accordance with the needs of the development of authentic Statistical Analysis System (SAS) models. The participants were students of class X senior high school Gowa in South Sulawesi academic year 2020/2021. The instruments comprised (1) SAS model validation sheet; (2) science achievement test; (3) questionnaires; and (4) observation sheet. The findings of the quality authentic science assessment model met the validity and effectiveness criteria for high category learning outcomes with positive student responses. The practicality implications of the SAS model were also very worthy of applied science in teaching science for assessing the competence of senior high school students.

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Section: Discussionmentioning

confidence: 99%

“…3 presents the Validity of the SAS model (Chakraborty, Dann, Mandal, Dann, & Paul, 2021). (Chakraborty et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Authentic assessment development science to assess student competency

Tawil

Said²,

Suryansari³

2023

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“…Having said that, it would be required to train the staff involved and complete a moderation process to address issues such as bias and ensuring equity and consistency across multiple evaluators (Chakraborty et al, 2021) a matter which is already practised in different contexts.…”

Section: Limitationsmentioning

confidence: 99%

Evaluating competency development using interactive oral assessments

Shaeri

Logan

Krautloher

2022

9th Research in Engineering Education Symposium (REES 2021) and 32nd Australasian Association for Engineering Education Confere

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Charles Sturt University Engineering students complete four one-year, full-time, paid work placements during their 5.5 years of combined Bachelor of Technology/Master of Engineering studies. During their first and third work placements, students also complete four subjects, in which they are required to compile a professional portfolio claiming and demonstrating their skill development in a number of competency elements. PURPOSEGiven the 2020-2021 pandemic and lockdowns, many institutions strived to implement assessment approaches that suited their immediate needs in conducting fair and integral online assessments. In the meantime, Interactive Oral Assessments (IOAs) have been gaining popularity due to the benefits they offer. An IOA is an authentic, scalable, interactive and timeeffective method of assessing students' achievements of the learning outcomes. This paper discusses the use of an IOA in the Professional Portfolio -Advanced subject in 2021 and presents and evaluates the outcomes of a successful implementation. METHODOLOGYThis mixed-method study elaborates the experience of the authors in implementing an IOA in the mentioned subject and offers a reflection on the success of the IOA approach to assessing particular aspects of knowledge and experience acquisition. The arguments are supported by self-observation, comparison of the current and previous subject offerings, as well as the results of the end-of-semester subject experience survey (SES).

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