Using Criteria-Based Assessment Rubrics for Online Marking: Technological and Pedagogical Challenges
DOI:
https://doi.org/10.33423/jhetp.v22i8.5316Keywords:
higher education, assessment rubrics, digital assessment, curriculum transformations, curriculum design, assessment in higher education, marking authentic assessments, grading with rubrics, marking with rubrics, developing rubricsAbstract
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.
