Students’ Perception of the Use of a Rubric and Peer Reviews in an Online Learning Environment

Abstract

Moving towards online learning during the coronavirus pandemic presented challenges, such as identifying assessments for learning. Assessments for learning involve using assessments as part of the learning process. Alternative assessments, as opposed to traditional assessments, are favoured for promoting for learning. These assessments include peer assessments and using criteria-referenced tools such as a rubric. Online learning environments often favour automated grading tools such as multiple choice. However, essay-type probing questions help students adopt a deep learning approach. Peer assessments and rubrics can help with grading essay-type questions. However, while the benefits of rubrics and peer assessments are well documented, there is limited research on students’ perceptions in South Africa on the use of rubrics and peer assessments in online environments to facilitate a deep approach to learning. A mixed method approach using a Likert scale and an online qualitative questionnaire was undertaken to explore students’ perceptions of the use of peer assessments with a rubric in an undergraduate module at the University of Johannesburg. Despite a low response rate, four main themes emerged: a clear performance criterion, structured writing, and a deep approach to learning and critical thinking. However, the study also showed limitations of the peer rubric and peer assessments in helping students prepare for formal summative assessment. The results suggest that the rubric and peer assessments, with amendments, could help students adopt a deep approach in online learning environments.