Co-constructing a rubric checklist with first year university students

Abstract

This paper reports on a study in which students co-constructed a rubric checklist with their lecturer and which they used to assess themselves. Data were collected by means of a student questionnaire, tutor feedback, as well as tutors’ and lecturers’ observations to ascertain students’ experiences and opinions of the design process and of using the tool to self-assess. The findings show that co-designing the rubric checklist with students increased their motivation and enhanced students’ confidence in completing the task. In addition, students gained enormous benefits from using the rubric checklist as a self-assessment tool. Reflecting critically on the feedback received from students and tutors the authors argue that for enhanced student engagement in the teaching and learning process they should be involved as active participants in the assessment processes. In addition, students need to learn to assess the quality of their own work early in their academic career with continuous guided practice throughout their studies with the intention of making the practice of self-assessment a norm rather than an exception, thereby creating independent reflective learners.