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Issue Details: First known date: 2019... 2019 Peripheries and Praxis : The Effect of Rubric Co-construction on Student Perceptions of Their Learning
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AbstractHistoryArchive Description

'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)
 

Notes

  • Epigraph: If we could do this with every subject, open it up to a wider swathe of students having an input would be revolutionary in their learning. (UTS writing lecturer, Owning the Rubric project)

Publication Details of Only Known VersionEarliest 2 Known Versions of

  • Appears in:
    y separately published work icon TEXT Special Issue Website Series Peripheral Visions no. 57 October Deborah Hunn (editor), Ffion Murphy (editor), Catherine Noske (editor), Anne Surma (editor), 2019 18271319 2019 periodical issue

    'Official language smitheryed to sanction ignorance and preserve privilege is a suit of armor polished to shocking glitter, a husk from which the knight departed long ago. Yet there it is: dumb, predatory, sentimental. Exciting reverence in schoolchildren, providing shelter for despots, summoning false memories of stability, harmony among the public. (Morrison 1993)

    'These lines, drawn from novelist, essayist, and teacher Toni Morrison’s 1993 Nobel lecture, offer a vivid description of the kinds of rhetoric dominating our public, professional, and even our cultural spaces today, although the cracks are beginning to show, and we would be hard pressed to claim that ‘harmony’ prevails.' (Deborah Hunn, Ffion Murphy, Catherine Noske and Anne Surma, Introduction)

    2019
Last amended 14 Nov 2019 12:42:36
http://www.textjournal.com.au/speciss/issue57/Rickett_et_al.pdf Peripheries and Praxis : The Effect of Rubric Co-construction on Student Perceptions of Their Learningsmall AustLit logo TEXT Special Issue Website Series
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