Events
  • Wednesday, 20 February 2019
    10:00 am - 1:00 pm
  • CB10.03.490

The Teaching Technologies, Innovation Support Unit (TTISU, based in the Faculty of Arts and Social Sciences) is pleased to host this workshop, run by Dr Sue Joseph (FASS), Associate Professor Maria Northcote and Dr Carolyn Rickett.

During this workshop, the characteristics of effective rubrics will be shared with participants, based on an extensive literature review and consultation with a panel of assessment experts. These characteristics will then be used as the basis to critically analyse a collection of assessment rubrics from varied higher education disciplinary contexts. Based on experiences of lecturers and students who participated in the project, protocols will be presented for how to engage students in the process of co-constructing assessment rubrics with their lecturers. Lastly, a model for collaborative rubric co-construction will be shared with workshop participants who will then be encouraged to reflect on how the model, or aspects of it, could be applied to their own contexts.

Rubric co-construction represents a change in the way assessment rubrics are typically designed. Collaboration between lecturers and students to co-construct rubrics opens up many pedagogical opportunities to promote students’ engagement in their own learning. This workshop focuses on a set of processes to use to facilitate the co-construction of assessment rubrics and the later use of these rubrics by the lecturers and students who designed them together. This is an example of lecturers and students working in partnership, not only in the assessment process that takes place within a course, but in the process of designing the assessment rubrics which may take place before the course begins or, in some cases, during the beginning of the course.

Catering will be provided, but limited to those who have registered. TTISU is also keen to meet your dietary requirements.

Please RSVP by 14 February: https://goo.gl/forms/Z3EswEAIGdwzAgpL2

 

Acknowledgement
The research reported in this workshop was funded by an Innovation and Development Grant from the Office for Learning and Teaching (OLT), Australia: Owning the rubric: Student engagement in rubric design and use, grant no. ID16-5374. The institutions involved in this grant included Avondale College of Higher Education, The University of Technology Sydney and Charles Sturt University.