Affiliation:
1. University of New England, Australia cary.bennett@une.edu.au
Abstract
Assessment rubrics are being promoted and introduced into tertiary
teaching practices on the grounds that they are an efficient and reliable
tool to evaluate student performance effectively and promote
student learning. However, there has been little discussion on the
value of using assessment rubrics in higher education. Rather, they are
being gradually and (seemingly) uncritically mainstreamed into tertiary
teaching expectations and practices, often through professional
development workshops. This article investigates the pedagogic value
and validity of criteria-based assessment rubrics and the instrumental
rationality and goals informing them. Drawing on a small body of
criticism, the article explores an emerging discourse that contends
that assessment rubrics are not capable of measuring and evaluating
complex thinking skills. Rather, they limit the independent responses
of students and the professional judgement of markers, encourage
compliance jeopardising student commitment and creativity, and
promote a false sense of objectivity in the marking and grading of
student work.
Subject
Sociology and Political Science,Developmental and Educational Psychology,Education
Cited by
6 articles.
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