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Assessment in Education: Principles, Policy & Practice Volume 28, 2021 - Issue 2: Signature Assessment and Feedback Practices in the Disciplines
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Articles

Using student-instructor co-constructed rubrics in signature assessment for business students: benefits and challenges

Ke Zhaoa School of Foreign Studies, Shanghai University of Finance and Economics, Shanghai, ChinaORCID Iconhttps://orcid.org/0000-0002-9791-0275
ORCID Icon,
Jiming Zhoub School of Foreign Languages, Fudan University, Shanghai, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-3797-0441View further author information
ORCID Icon &
Phillip Dawsonc Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Geelong, AustraliaORCID Iconhttps://orcid.org/0000-0002-4513-8287
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Pages 170-190 | Received 22 May 2020, Accepted 03 Mar 2021, Published online: 12 Apr 2021

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Nicholas Charlton, Katie Weir & Richard Newsham-West. (2022) Assessment planning at the program-level: a higher education policy review in Australia. Assessment & Evaluation in Higher Education 47:8, pages 1475-1488.
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Melissa Barnes, Kate Lafferty & Bingqing Li. (2022) Assessing twenty-first century competencies: can students lead and facilitate the co-construction process?. Educational Review 0:0, pages 1-19.
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M Sofyan, Melissa Barnes & Ilana Finefter-Rosenbluh. (2022) Fair assessment as an aspect of effective teaching: teachers’ and students’ perceptions of and positioning within assessment practices in Indonesian vocational higher education. Journal of Vocational Education & Training 0:0, pages 1-23.
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