Innovative assignment rubrics for ODL courses: design, implementation and impact

Abstract

Purpose The purpose of this paper is to propose a new standard of assignment rubrics to minimize various interpretations and confusing expectations of the assignment outcome among all stakeholders and enhance the assignment rubrics to function not only as a grading tool but also as an assignment guiding tool for self-managed learning among open and distance learning (ODL) learners. Design/methodology/approach The paper looks into the problems and issues related to assignment rubrics such as various interpretation, confusing expectations and the need to have appropriate descriptions in the rubrics in order to reflect proper learning outcome among the assignment stakeholders. To solve these issues, the paper explores the new and improved requirements which were imposed to support the new assignment rubrics for courses in the university via a self-guided manual known as Rubrics Formulation Guide. Findings Based on the feedback received from university’s lecturers, who also functioned as moderators, it was indicated that the time taken to moderate the assignment rubrics had drastically reduced and in terms of grading, the clarity of the assignment performance expectations among the learners showed improvement, whereby as compared to the previous semester, there was significant drop for the application of remarking of assignments among May 2014 semester learners. Practical implications The paper includes implications of developing innovative rubrics that enhance common understanding and consistent expectation of what the final outcome of the assignment should be. Originality/value This paper fulfills the purpose of expanding the potential of assignment rubrics which is to guide and grade.

The Use of Scoring Rubrics in University

“…In Malaysia, universities have also adopted this approach in their assessment practices. Holistic rubrics evaluate the overall quality of students' work by providing a global score based on a set of general criteria, rather than breaking down each criterion into individual scores [29,30]. One of the main benefits of using holistic rubrics in Malaysian universities is that they allow for a more efficient assessment process.…”

A Study on University Students’ Perception on Overall Satisfaction among Malaysian Open and Distance Learning (ODL) Students

“…Rubrics by themselves need to be "rich" in order to guide the learners objectively and independently, while at the same time reflecting representative grade. The innovative rubrics presented here can support both, in addition to improving common understanding, promoting consistent expectation of the learning outcome and minimizing various interpretations across the assignment stakeholders (Mariapan, 2018). Instructors provide specific of course requirements, such as homework, deadlines, regulations, evaluation grading rubric, and available resources, help students achieve their learning goals and stay engaged throughout the semester (Ofoegbu, 2009).…”

“…In the realm of open and remote learning, it cannot be denied that some institutions have a wealth of knowledge and extensive experience. Matthew & Chung (2020); Mariapan (2018); Muzammil et al (2020), among others, have investigated what makes open and remote education effective, and they have discovered similar characteristics that explain the effectiveness of open and distance learning programs. Some of the findings of these research is similar, for example:…”