Using Criteria-Based Assessment Rubrics for Online Marking: Technological and Pedagogical Challenges

This paper discusses the challenges of developing and using assessment rubrics for digital marking in higher education. As part of a curriculum review process, the rubrics were designed to provide raters with valid tools to assess higher-order-thinking skills in a taught postgraduate program. With t...

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Bibliographic Details
Published inJournal of higher education theory and practice Vol. 22; no. 8; pp. 58 - 72
Main Author El Boudamoussi, Samira
Format Journal Article
LanguageEnglish
Published West Palm Beach North American Business Press 11.08.2022
Subjects
Academic Achievement
Core curriculum
Critical thinking
Curriculum Design
Educational objectives
Feedback
Higher education
Knowledge
Learning
Learning Activities
Learning Processes
Lifelong Learning
Pedagogy
Qualifications
Students
Teaching methods
Thinking Skills
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Summary:This paper discusses the challenges of developing and using assessment rubrics for digital marking in higher education. As part of a curriculum review process, the rubrics were designed to provide raters with valid tools to assess higher-order-thinking skills in a taught postgraduate program. With the online/hybrid modes of teaching and learning imposed by the COVID-19 restrictions, this timely solution proved to be very useful in digital settings. However, the development and implementation processes represent numerous challenges to developers and users while issues related to technical limitations of digital platforms are yet to be solved. This work was conducted at the Centre for Environmental Policy (CEP) at Imperial College London, within its Master 's programme in Environmental Technology.
ISSN:2158-3595
2158-3595
DOI:10.33423/jhetp.v22i8.5316