Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives

Article


Taylor, B, Kisby, F. and Reedy, A. 2024. Rubrics in higher education: an exploration of undergraduate students’ understanding and perspectives. Assessment & Evaluation in Higher Education. In Press. https://doi.org/10.1080/02602938.2023.2299330
AuthorsTaylor, B, Kisby, F. and Reedy, A.
Abstract

Rubrics are an assessment framework commonly employed in higher education settings; however, students can engage with and perceive them to be used in a variety of ways and with varying degrees of success. The aim of this research project was to explore these perceptions, to better understand how rubrics might be used to support students more effectively to successful academic outcomes. Fourteen interviews were conducted over a period of fourteen months, and four themes were identified: rubric introductions; rubric content (including language and format); student rubric use and the role of rubrics in how work is assessed. Findings were considered from thematic perspectives of the student participants. Conclusions drawn focus on the quality of classroom discussion when rubrics are introduced, the practical application of rubrics as a writing or planning tool, the need for detail and clarity in language use and explicit links between feedback and rubrics. Overall, effective engagement with rubrics appears to reduce student anxiety.

KeywordsRubrics; Higher education; Assessment
JournalAssessment & Evaluation in Higher Education
Journal citationIn Press
ISSN1469-297X
Year2024
PublisherTaylor & Francis
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/02602938.2023.2299330
Publication dates
Online15 Jan 2024
Publication process dates
Deposited17 Jan 2024
Copyright holder© 2024, The Authors
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