University Students' Perceptions of Electronic Rubric-Based Assessment

Manuela Raposo-Rivas, María-Jesús Gallego-Arrufat


Integrating technology into assessment processes in university contexts can change educational practices, in some cases by fostering self-regulated learning and in others by enabling more interactivity and participation among users. In this paper, we examine the opportunity to use electronic rubrics (erubrics) to assess learning. We report a student perception analysis on the process of assessment with electronic rubric at the university level. In this study, erubrics are applied in a Preschool (3-6 year-olds) and Primary Education (6-12 year-olds) pre-service teacher context. 87 students from two Spanish universities enrolled in a quarterly course of Education Technologies in the Faculty of Education used erubrics (© Gtea) for self- and peer assessment. Through a design-based research, the study concluded that electronic rubric is an assessment facilitating resource for students as participants in the assessment process. Students tend to be satisfied with their use in both self- and peer assessment and acknowledge certain advantages regarding rubric features, implementation process and impact on learning process


Assessment rubrics; peer assessment; preservice teachers; self-assessment; user perceptions


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