Students’ Perception of the Use of a Rubric and Peer Reviews in an Online Learning Environment

Abstract

Moving towards online learning during the coronavirus pandemic presented challenges, such as identifying assessments for learning. Assessments for learning involve using assessments as part of the learning process. Alternative assessments, as opposed to traditional assessments, are favoured for promoting for learning. These assessments include peer assessments and using criteria-referenced tools such as a rubric. Online learning environments often favour automated grading tools such as multiple choice. However, essay-type probing questions help students adopt a deep learning approach. Peer assessments and rubrics can help with grading essay-type questions. However, while the benefits of rubrics and peer assessments are well documented, there is limited research on students’ perceptions in South Africa on the use of rubrics and peer assessments in online environments to facilitate a deep approach to learning. A mixed method approach using a Likert scale and an online qualitative questionnaire was undertaken to explore students’ perceptions of the use of peer assessments with a rubric in an undergraduate module at the University of Johannesburg. Despite a low response rate, four main themes emerged: a clear performance criterion, structured writing, and a deep approach to learning and critical thinking. However, the study also showed limitations of the peer rubric and peer assessments in helping students prepare for formal summative assessment. The results suggest that the rubric and peer assessments, with amendments, could help students adopt a deep approach in online learning environments.

“FLIPPED ASSESSMENT”: Proposal for a Self-Assessment Method to Improve Learning in the Field of Manufacturing Technologies

“…As mentioned above, there are studies indicating that students who better understand evaluation systems acquire greater learning skills [13]. A similar inference is made about using a peer assessment method with a common rubric among students [14]. It is worth noting that meta-analyses have highlighted that interventions involving self-assessment and explicit feedback on student performance had a significantly greater impact than those without explicit feedback, suggesting that the provision of external feedback is an important framework for successful self-assessment [15].…”

The Use of Scoring Rubrics in University

“…By providing explicit and precise assessment criteria, rubrics ensure fair and impartial grading for all students. This approach mitigates the risk of subjective biases influencing the grading process, guaranteeing that students are evaluated solely on their academic achievements, free from extraneous factors like personal connections or teacher preconceptions [4].…”

“…By delineating explicit criteria and levels of achievement, they offer students comprehensive feedback on their performance. This feedback not only enhances student motivation but also fosters a sense of ownership and accountability for their educational progress [4]. When utilizing rubrics to assess student learning, it is essential to ensure their alignment with designated learning objectives and established curriculum standards.…”

Creación y Validación de un instrumento de Coevaluación como estrategia Evaluativa dentro del Proceso de Enseñanza – Aprendizaje

“…Términos como "autoevaluación o self assessment", "evaluación como aprendizaje", "evaluación para el aprendizaje", "evaluación cualitativa" "evaluación alternativa", "evaluación auténtica", "evaluación orientada al aprendizaje", "evaluación compartida o co-assessment" entre otros fueron implementados como estrategias de mejora el proceso enseñanzaaprendizaje. (Moreno, 2021;Chaviano et al, 2016;López y Pérez, 2017;Torres, 2021;Kambourova et al, 2021;Duan y Wu, 2023;Torres et al, 2021;Mphahlele, 2022) En esa línea de ideas, también surgió el término "coevaluación" o "evaluación entre pares" o "peer assessment" donde el estudiante se volvió un activo partícipe del proceso evaluativo, dándole la responsabilidad compartida de evaluar su propio aprendizaje y el de sus compañeros, bajo criterios y objetivos previamente determinados buscando desarrollar su autonomía, capacidad de crítica, habilidad de dar y recibir retroalimentación, habilidades de seguimiento y control, autorregulación, empoderamiento, metacognición, desarrollo de competencias evaluadoras, competencias académicas y laborales, capacidad de negociar y resolver problemas, capacidades colaborativas, se afianzan lazos amicales, incrementa la confianza de éxito, principalmente, que maximizarían su aprendizaje. (Dmoshinskaia et al, 2022;Maureira et al, 2020;Buitrago et al, 2022;Chang, 2023;Gross y Cano, 2021;Cano et al, 2022;Álvarez, 2008;Boillos, 2021;López y Pérez, 2017).…”