University Students' Perceptions of Electronic Rubric-Based Assessment
DOI:
https://doi.org/10.1344/der.2016.30.220-233Keywords:
Assessment rubrics, peer assessment, preservice teachers, self-assessment, user perceptionsAbstract
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 processReferences
Andrade, H. & Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research and Evaluation, 10 (3), 1-11. Atkinson, D. & Lim, S.L. (2013). Improving assessment processes in higher education: Student and teacher perceptions of the effectiveness of a rubric embedded in a LMS. Australasian Journal of Educational Technology, 29 (5), 651-666. Black, P. & William, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. doi: 10.1080/0969595980050102 Blanco, M. & Ginovart, M. (2012). On How Moodle Quizzes Can Contribute to the Formative e-Assessment of First-Year Engineering Students in Mathematics Courses. RUSC. Revista de Universidad y Sociedad del Conocimiento, 9(1), 354-370. Campbell, D. &. Stanley, J. (1995). Experimental and Quasi-Experimental Designs in Social Research. 7ª ed. Buenos Aires: Amorrourtu Editores. Cebrián-Robles, D., Serrano-Angulo, J. & Cebrián de la Serna, M. (2014). Federated erubric service to facilitate self-regulated learning in the european university model. European Educational Research Journal, 13 (5), 575-583. doi:10.2304/eerj.2014.13.5.575 Dochy, F., Segers, M. & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331-350. Evans, A.W., McKenna, C. & Oliver, M. (2005). Trainees' perspectives on the assessment and self-assessment of surgical skills. Assessment & Evaluation in Higher Education, 30 (2), 163-174. doi: 10.1080/0260293042000264253 Gallego Arrufat, M.J.; Raposo-Rivas, M. (2014). Compromiso del estudiante y percepción del proceso evaluador basado en rúbricas. REDU: Revista de Docencia Universitaria, Número monográfico dedicado a Evaluación formativa mediante e-rúbricas, 12 (1), pp. 197-215. Gámiz-Sánchez, V., Montes-Soldado, R., & Pérez-López, M. C. (2014). Self-assessment via a blended-learning strategy to improve performance in an accounting subject. [Autoevaluación a través de una estrategia de blended-learning para la mejora del rendimiento en una asignatura de contabilidad] RUSC Universities and Knowledge Society Journal, 11(2), 41-54. doi:10.7238/rusc.v11i2.2055 García-Ros, R., Fuentes, M. C., González, E., Molina, G., Moya, L., Natividad, L., Sánchez, P. (2012). Designing and using rubrics in higher education: An innovation project in the psychology degree. Electronic Journal of Research in Educational Psychology, 10(3), 1477-1492. Gikandi, J.W., Morrow, D. & Davis, N.E. (2011). Online formative assessment in higher education: A review of the literature. Computers and Education, 57(4), 2333-2351. doi: 10.1016/j.compedu.2011.06.004 Hafner, J.C. & Hafner, P.M. (2003). Quantitative analysis of the rubric as an assessment tool: An empirical study of student peer-group rating. International Journal of Science Education, 25(12), 1509-1528. doi: 10.1080/0950069022000038268 Holmes, N. (2015). Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment & Evaluation in Higher Education, 40(1), 1-14. doi:10.1080/02602938.2014.881978 Janisch, C.; Liu, X. & Akrofi, A. (2007). Implementing Alternative Assessment: Opportunities and Obstacles. The Educational Forum, 71(3), 221-230. doi: 10.1080/00131720709335007 Jareño, F., Jiménez, J. J., & Lagos, M.G. (2014). Cooperative learning in higher education: Differences in perceptions of contribution to the group. [Aprendizaje cooperativo en educación superior: Diferencias en la percepción de la contribución al grupo] RUSC Universities and Knowledge Society Journal, 11(2), 66-80. doi:10.7238/rusc.v11i2.1936 Jonsson, A. & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144. doi: 10.1016/j.edurev.2007.05.002 Krippendorff, K. (2012). Content analysis: An introduction to its methodology. 3rd Edition, Thousand Oaks, CA: Sage. Luttenegger, K.C. (2009). Formative assessment practices in reading instruction in pre-service teachers’ elementary school classrooms. Journal of Education for Teaching: International research and pedagogy, 35 (3), 299-301.doi: 10.1080/02607470903092847 Martínez, M.E., Tellado, F. & Raposo, M. (2013). La rúbrica como instrumento para la autoevaluación: un estudio piloto [Rubric as a tool for self-assessment: a pilot study]. Revista de Docencia Universitaria, 11(2), 373-390. Retrieved from http://red-u.net/redu/index.php/REDU/article/view/490 Mertler, C.A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research and Evaluation, 7(25). Retrieved from http://PAREonline.net/getvn.asp?v=7&n=25 Moskal, B.M. (2000). Scoring rubrics: what, when and how?.Practical Assessment, Research & Evaluation, 7(3). Retrieved from http://PAREonline.net/getvn.asp?v=7&n=3 Nicol, D. & MacFarlane-Dick, D. (2006). Formative assessment and self regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. doi: 10.1080/03075070600572090 Panadero, E. & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144. doi:10.1016/j.edurev.2013.01.002 Raposo-Rivas, M., Cebrián de la Serna, M. & Martínez-Figueira, E. (2014). The electronic rubric to value skills on ICT subjects. European Educational Research Journal, 13(5), 584-594. doi:10.2304/eerj.2014.13.5.584 Reddy, Y.M. & Andrade, H. (2010). A review of rubric use in higher education.Assessment & Evaluation in Higher Education, 35(4), 435-448. doi: 10.1080/02602930902862859 Rezaei, A.R. & Lovorn, M. (2010). Reliability and validity of rubrics for assessment through writing. Assessing Writing, 15(1), 18-39. doi: 10.1016/j.asw.2010.01.003 Simon, M. & Forgette-Giroux, R. (2001). A rubric for scoring postsecondary academic skills. Practical Assessment, Research and Evaluation, 7(18). Retrieved November 22, 2012 from http://PAREonline.net/getvn.asp?v=7&n=18 Steffens, K. & Underwood, J. (2008). Self-regulated learning in a digital world. Technology, Pedagogy and Education, 17(3), 167-170. doi: 10.1080/14759390802383736 Stevens, D.D. & Levi, A.J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Stearling VA: Stylus Publishing. Shute, V.J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. doi: 10.3102/0034654307313795
Downloads
Published
Issue
Section
License
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
