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Maria Northcote, Maria Northcote, i(18272118 works by)
Gender: Female
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1 ‘Who Are You to Judge My Writing?’ : Student Collaboration in the Co-construction of Assessment Rubrics Sue Joseph , Carolyn Rickett , Maria Northcote, , Beverly J Christian , 2020 single work criticism
— Appears in: New Writing , vol. 17 no. 1 2020; (p. 31-49)

'Collaborative models of involving students in the co-construction of assessment rubrics are rare. Inviting students to take part actively in the design of assessment rubrics is one method of filling this research gap, potentially garnering a shared understanding of assessment requirements. Rubrics traditionally are constructed by educators, based on set criteria, in order to streamline grading more cohesively and equitably. But research demonstrates that assessment rubric use is usually of more benefit to the educator in grading, than to the student in undertaking the assessment task – the educator understands requirements but often specific requirements are not clear to the student. Using a multiple case study research approach which incorporated a modified Delphi method to gather expert views on rubrics, the study outlined in this paper explores the outcomes of collaborating with creative writing students at the rubric design stage of the assessment process. This paper discusses the rubric co-construction process facilitated by a writing lecturer and a team of students from one university who took part in collaborating and developing a creative writing assessment rubric. The processes adopted to implement this co-construction process are reported, the products of which were distributed to a 250-student cohort and reflects on the value of this pedagogical innovation.' (Publication abstract)

 

 
1 Peripheries and Praxis : The Effect of Rubric Co-construction on Student Perceptions of Their Learning Carolyn Rickett , Sue Joseph , Maria Northcote, , Beverly J Christian , John Seddon , 2019 single work criticism
— Appears in: TEXT Special Issue Website Series , October no. 57 2019; 'The construction of assessment rubrics is often educator-centric as lecturers work in isolation to compose grading tools. While there is a pedagogical goal to construct instruments that align with learning outcomes and guide the assessment of students’ learning, students are often at the periphery of this process. In many higher education institutions, students are accustomed to receiving assessment feedback but they are not, typically, active participants in the feedback cycle. Increasingly, institutions are seeking evidence of greater student engagement in their tertiary learning experience. Accordingly, academics seek to innovate practice and enhance curricula by creating more opportunities for student involvement, thus creating a shared understanding of it and associated assessment tasks. Responding to a gap in rubric construction practice, this paper discusses an Office for Learning and Teaching Innovation and Development Grant research project where students moved from being rubric users to being central participants in collaborative design. Drawing on data collected from a team of rubric co-constructors from one Sydney university campus – first year students and an academic in a creative non-fiction writing subject – we set out to answer the following question: What effect does the co-construction and use of rubrics have on students’ perceptions of their learning?' (Publication abstract)
 
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