The use of assessment rubrics to enhance feedback in higher education: An integrative literature review

Cockett, Andrea; Jackson, Catherine A.

doi:10.1016/j.nedt.2018.06.022

Cited by 70 publications

(49 citation statements)

References 27 publications

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“…Overall, students were unhappy with the lack of timeliness, consistency and poor quality of the feedback they received across all the years. This has been documented by other studies both nationally and internationally (Cockett and Jackson, 2018). With regards to timeliness, students felt the turnover time was too long for written assignments.…”

Section: Timeliness and Consistency Of Assessment And Feedbacksupporting

confidence: 53%

“…Assessment rubrics have been implemented by universities as a way of standardising feedback and providing consistency thereby improving the quality of feedback (Reddy and Andrade 2010;Cockett and Jackson 2018). Despite criticism in the literature about the usefulness of rubrics from a staff perspective (Reddy and Andrade 2010), students were in favour of using rubrics as a good learning tool (Tractenberg and Fitzgerald 2012;Cockett and Jackson 2018).…”

Section: Timeliness and Consistency Of Assessment And Feedbackmentioning

confidence: 99%

“…Comments by students on vague marking criteria using subjective terms and unrealistic expectations were recurring themes in this study. The use of explicit marking criteria, knowledge and familiarity of the rubric, creating rubrics in consultation with students can improve academic performance and enhance students' satisfaction with feedback (Cockett and Jackson 2018). Students need to be educated on how to use and interpret the rubric if it is to have an impact on their learning.…”

Section: Timeliness and Consistency Of Assessment And Feedbackmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Impact of Assessment on Medical Students’ Learning

Preston

Gratani

Owens

et al. 2019

Assessment & Evaluation in Higher Education

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What and how students learn depend largely on how they think they will be assessed. This study aimed to explore medical students' perception of the value of assessment and feedback on their learning, and how this relates to their examination performance. A mixed methods research design was adopted in which a questionnaire was developed and administered to the students to gain their perceptions of assessments. Perceptions were further explored in focus group discussions. Survey findings were correlated with students' performance data and academic coordinators' perceptions. Students' perceptions of the level of difficulty of different assessments mirrored their performance in examinations, with an improvement observed in clinical assessments as students progressed through their degree. Students recognised that feedback is important to allow improvements and seek more timely, better quality and personalised feedback. Academic coordinators identified that some of the students' suggestions are more realistic than others. Students had a positive attitude towards assessment, but emphasised the need for educators to highlight the relevance of assessment to clinical practice.

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Section: Timeliness and Consistency Of Assessment And Feedbacksupporting

confidence: 53%

Section: Timeliness and Consistency Of Assessment And Feedbackmentioning

confidence: 99%

Section: Timeliness and Consistency Of Assessment And Feedbackmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Impact of Assessment on Medical Students’ Learning

Preston

Gratani

Owens

et al. 2019

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

show abstract

“…In her article 'Analytical rubrics in higher education: A repository of empirical data ' Hack (2015) suggests that there is a need for 'greater transparency and clarity in the assessment process, for students and markers', and comments on the improved consistency in marking when rubrics are used, but notes that evidence is not so clear on whether the use of rubrics is effective in assessing specified learning outcomes. Cockett and Jackson (2018), in their article on the use of assessment rubrics provide a comprehensive literature review, and make several observations: that rubrics can be useful in standardising feedback and ensuring consistency across markers and student submissions; that rubrics may enhance students' higher-order thinking skills, but more interestingly appear to improve learner satisfaction; that rubrics should not be seen as a panacea for all student concerns relating to feedback ('quality, usefulness and consistency'); and finally that rubrics are most effective when they have been co-created with students themselves (students as partners). Falchikov and Boud (1989) discuss self-assessment and describe how more experienced learners, and learners who have expertise in a subject, tend to be more accurate in self-assessment process and lead to greater student-teacher agreement in terms of outcomes.…”

Section: Introductionmentioning

confidence: 99%

Using rubrics to improve the assessment lifecycle: a case study

Miknis

Davies

Johnson

2020

Higher Education Pedagogies

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This paper explores whether students' learning outcomes can be improved through the use of self-assessment rubrics. Students on a computer programming module in a Higher Education Institution were required to complete a self-assessment using the same rubric as the assessors. Observing discrepancies between the grades the students were receiving, and the grades the students thought they should be receiving, the lecturers made improvements to the pedagogical approaches taken for some elements of the course by changing the format and focus of classroom activities. This resulted in both improved grades and improved self-regulation by students. The process was facilitated through a system created by the authors of the paper called SAFE (Self-Assessment Feedback and Evaluation Learner Lifecycle), which greatly enhances the learner feedback lifecycle of an assignment. The research corroborates existing studies around the importance of revisiting feedback both for assessor and student.

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“…The use of rubrics helps students during the learning process because it provides them with feedback, allowing them to gradually improve their marks. The rubrics can enhance both student performance but perhaps more importantly students' perceptions and use of feedback [9], therefore, it benefits professors throughout the teaching-learning process [10].…”

Section: Introductionmentioning

confidence: 99%

Rubric Elaboration to Evaluate by Competences a Practice of Physics Laboratory: Parallel-Plate Capacitor

Ramirez-Vazquez¹,

Escobar²,

González-Rubio³

et al. 2019

INTED2019 Proceedings

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In recent years, the different educational levels continue adopting the competence-based education model as a quality assessment system; in this context, the competence evaluation becomes one of the most important tasks of the educational processes because of its formative usefulness in the students' learning. Competence-based education is oriented towards an evaluation model linked to the training student, to encourage the development of an ability to identify, project, solve problems and make decisions. In addition, it promotes the pursuit of meaningful learning and encourages collaborative work. The rubrics for the evaluation of competences appeared as a tool that allows obtaining evidence of the acquisition of competences and application of knowledge outside the classroom. The aim of this work is to present a proposal of rubrics for the evaluation by competences of a physics laboratory practice in which the capacitance of a parallel-plate capacitor is measured by varying the separation between the plates and then, by means of a least squares adjustment, obtain the value of the electric permittivity of the air, ε0, and the value of the constant, k, which appears in Coulomb's law. We have designed a laboratory practice and developed the evaluation rubric applied to students of Physics for Computer Science Engineering in the Degree of Computer Engineering of the Higher Polytechnic School of the University of Castilla-La Mancha (UCLM), located on the university campus of Albacete. For the implementation of this rubric, we will select two study groups: a control group and an experimental group, the control group will develop the practice into the physics laboratory without rubric evaluation information; and the experimental group, will develop practice in the physics laboratory but with rubric evaluation information. Finally, we will evaluate the perception of the students about use of rubrics, and we will make a comparative analysis of both groups, considering the marks obtained in the practices and the results of the evaluation perception.

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The use of assessment rubrics to enhance feedback in higher education: An integrative literature review

Cited by 70 publications

References 27 publications

Exploring the Impact of Assessment on Medical Students’ Learning

Exploring the Impact of Assessment on Medical Students’ Learning

Using rubrics to improve the assessment lifecycle: a case study

Rubric Elaboration to Evaluate by Competences a Practice of Physics Laboratory: Parallel-Plate Capacitor

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