1,010
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Democratising assessment rubrics for international students

References

  • Allen, D., and K. Tanner. 2006. “Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners.” CBE Life Sciences Education 5 (3): 197–203. doi:10.1187/cbe.06-06-0168.
  • Ammigan, R. 2019. “Institutional Satisfaction and Recommendation: What Really Matters to International Students.” Journal of International Students 9 (1): 262–281. doi:10.32674/jis.v9i1.260.
  • Andrade, H.G. 2005. “Teaching with Rubrics: The Good, the Bad, and the Ugly.” College Teaching 53 (1): 27–31. doi:10.3200/CTCH.53.1.27-31.
  • Balan, A., and A. Jönsson. 2018. “Increased Explicitness of Assessment Criteria: Effects on Student Motivation and Performance.” Frontiers in Education 3 (81). doi:10.3389/feduc.2018.00081.
  • Balloo, K., C. Evans, A. Hughes, X. Zhu, and N. Winstone. 2018. “Transparency Isn’t Spoon-feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-regulation.” Frontiers in Education 3 (69). doi:10.3389/feduc.2018.00069.
  • Bearman, M., and R. Ajjawi. 2021. “Can a Rubric Do More than Be Transparent? Invitation as a New Metaphor for Assessment Criteria.” Studies in Higher Education 46 (2): 359–368. doi:10.1080/03075079.2019.1637842.
  • Bell, A., R. Mladenovic, and M. Price. 2013. “Students’ Perceptions of the Usefulness of Marking Guides, Grade Descriptors and Annotated Exemplars.” Assessment & Evaluation in Higher Education 38 (7): 769–788. doi:10.1080/02602938.2012.714738.
  • Bergold, J., and S. Thomas. 2012. “Participatory Research Methods: A Methodological Approach in Motion.” Historical Social Research/Historische Sozialforschung 38 (4): 191–222. https://www.jstor.org/stable/41756482.
  • Bertrand, J.T., J.E. Brown, and V.M. Ward. 1992. “Techniques for Analyzing Focus Group Data.” Evaluation Review 16 (2): 198–209. doi:10.1177/0193841X9201600206.
  • Bolton, P., and J. Lewis. 2022. “International Students in UK Higher Education: FAQs.” The House of Commons Library, UK Parliament. Accessed 11 December 2022. https://researchbriefings.files.parliament.uk/documents/CBP-7976/CBP-7976.pdf
  • Boyle, B., R. Mitchell, A. McDonnell, N. Sharma, K. Biswas, and S. Nicholas. 2020. “Overcoming the Challenge of “Fuzzy” Assessment and Feedback.” Education + Training 62 (5): 505–519. doi:10.1108/ET-08-2019-0183.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
  • Braun, V., and V. Clarke. 2023. “Toward Good Practice in Thematic Analysis: Avoiding Common Problems and Be(Com)Ing a Knowing Researcher.” International Journal of Transgender Health 24 (1): 1–6. doi:10.1080/26895269.2022.2129597.
  • Brookhart, S.M. 2013. How to Create and Use Rubrics for Formative Assessment and Grading. Arlington: ASCD.
  • Brookhart, S.M. 2018. “Appropriate Criteria: Key to Effective Rubrics.” Frontiers in Education 3 (22): 1–12. doi:10.3389/feduc.2018.00022.
  • Brookhart, S.M., and F. Chen. 2015. “The Quality and Effectiveness of Descriptive Rubrics.” Educational Review 67 (3): 343–368. doi:10.1080/00131911.2014.929565.
  • Carless, D. 2006. “Differing Perceptions in the Feedback Process.” Studies in Higher Education 31 (2): 219–233. doi:10.1080/03075070600572132.
  • Chan, C.K.Y., and J. Luo. 2022. “Exploring Teacher Perceptions of Different Types of ‘Feedback Practices’ in Higher Education: Implications for Teacher Feedback Literacy.” Assessment & Evaluation in Higher Education 47 (1): 61–76. doi:10.1080/02602938.2021.1888074.
  • Chan, Z., and S. Ho. 2019. “Good and Bad Practices in Rubrics: The Perspectives of Students and Educators.” Assessment & Evaluation in Higher Education 44 (4): 533–545. doi:10.1080/02602938.2018.1522528.
  • Cockett, A., and C. Jackson. 2018. “The Use of Assessment Rubrics to Enhance Feedback in Higher Education: An Integrative Literature Review.” Nurse Education Today 69: 8–13. doi:10.1016/j.nedt.2018.06.022.
  • Cook-Sather, A. 2002. “Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education.” Educational Researcher 31 (4): 3–14. doi:10.3102/0013189X03100400.
  • Davies, J.A. 2023. “In Search of Learning-focused Feedback Practices: A Linguistic Analysis of Higher Education Feedback Policy.” Assessment & Evaluation in Higher Education 1–15. doi:10.1080/02602938.2023.2180617.
  • Dawson, P. 2017. “Assessment Rubrics: Towards Clearer and More Replicable Design, Research and Practice.” Assessment & Evaluation in Higher Education 42 (3): 347–360. doi:10.1080/02602938.2015.1111294.
  • Elwood, J., T. Hopfenbeck, and J.-A. Baird. 2017. “Predictability in High-stakes Examinations: Students’ Perspectives on a Perennial Assessment Dilemma.” Research Papers in Education 32 (1): 1–17. doi:10.1080/02671522.2015.1086015.
  • Flicker, S., and S.A. Nixon. 2015. “The DEPICT Model for Participatory Qualitative Health Promotion Research Analysis Piloted in Canada, Zambia and South Africa.” Health Promotion International 30 (3): 616–624. doi:10.1093/heapro/dat093.
  • Gezie, A., K. Khaja, V.N. Chang, M.E. Adamek, and M.B. Johnsen. 2012. “Rubrics as a Tool for Learning and Assessment: What Do Baccalaureate Students Think?” Journal of Teaching in Social Work 32 (4): 421–437. doi:10.1080/08841233.2012.705240.
  • Ghalayini, M. 2014. Academic and Social Integration: A Narrative Study of Indian International Students’ Experience and Persistence in Post-Graduate Studies in Ontario. PhD diss. Northeastern University. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.664.3924&rep=rep1&type=pdf
  • Gonsalves, C. 2023. “Knowledge of Language in Rubric Design: A Systemic Functional Linguistics Perspective.” In Improving Learning through Assessment Rubrics: Student Awareness of What and How They Learn, edited by Chahna Gonsalves and Jayne Pearson, 190–211. IGI Global. doi: 10.4018/978-1-6684-6086-3
  • Graham, A.I., C. Harner, and S. Marsham. 2022. “Can Assessment-specific Marking Criteria and Electronic Comment Libraries Increase Student Engagement with Assessment and Feedback?” Assessment & Evaluation in Higher Education 47 (7): 1071–1086. doi:10.1080/02602938.2021.1986468.
  • Hudson, J., S. Bloxham, B. den Outer, and M. Price. 2017. “Conceptual Acrobatics: Talking about Assessment Standards in the Transparency Era.” Studies in Higher Education 42 (7): 1309–1323. doi:10.1080/03075079.2015.1092130.
  • Jones, J., and S. Fleischer. 2012. “Staying on Course: Factors Affecting First Year International Students’ Decisions to Persist or Withdraw from Degrees in a Post 1992 UK University.” Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education 7 (1): 21–46.
  • Jönsson, A. 2014. “Rubrics as a Way of Providing Transparency in Assessment.” Assessment & Evaluation in Higher Education 39 (7): 840–852. doi:10.1080/02602938.2013.875117.
  • Jönsson, A., and F. Prins. 2019. “Editorial: Transparency in Assessment—Exploring the Influence of Explicit Assessment Criteria.” Frontiers in Education 3 (January): 2018–2020. doi:10.3389/feduc.2018.00119.
  • Jönsson, A., and G. Svingby. 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.
  • Kilgour, P., M. Northcote, A. Williams, and A. Kilgour. 2020. “A Plan for the Co-construction and Collaborative Use of Rubrics for Student Learning.” Assessment & Evaluation in Higher Education 45 (1): 140–153. doi:10.1080/02602938.2019.1614523.
  • Krause, K.-L. 2005. “Serious Thoughts about Dropping out in First Year: Trends, Patterns and Implications for Higher Education.” Studies in Learning, Evaluation, Innovation and Development 2 (3): 55–68. http://handle.uws.edu.au:8081/1959.7/539737.
  • Lea, M.R., and B.V. Street. 1998. “Student Writing in Higher Education: An Academic Literacies Approach.” Studies in Higher Education 23 (2): 157–172. doi:10.1080/03075079812331380364.
  • Leader, D.C., and M.S. Clinton. 2018. “Student Perceptions of the Effectiveness of Rubrics.” Journal of Business & Educational Leadership 8 (1): 86–99.
  • Macias, I., and M. Dolan. 2009. “Motivating International Students. A Practical Guide to Aspects of Learning and Teaching.” In The Handbook for Economics Lecturers, edited by Peter Davies, 1–34. Bristol: University of Bristol, Higher Education Academy Economics Network.
  • Massey, O.T. 2011. “A Proposed Model for the Analysis and Interpretation of Focus Groups in Evaluation Research.” Evaluation and Program Planning 34 (1): 21–28. doi:10.1016/j.evalprogplan.2010.06.003.
  • Maxwell, J.A. 2012. Qualitative Research Design: An Interactive Approach. 3rd ed. Thousand Oaks: Sage Publications.
  • McLean, H. 2018. “This is the Way to Teach: Insights from Academics and Students about Assessment That Supports Learning.” Assessment & Evaluation in Higher Education 43 (8): 1228–1240. doi:10.1080/02602938.2018.1446508.
  • Mitchell, K.M., and M. Pereira-Edwards. 2022. “Exploring Integrated Threshold Concept Knowledge as a Route to Understanding the Epistemic Nature of the Evidence-based Practice Mindset.” Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing 42: 34–45. doi:10.1016/j.profnurs.2022.05.011.
  • Mountain, K., W. Teviotdale, J. Duxbury, and J. Oldroyd. 2023. “Are They Taking Action? Accounting Undergraduates’ Engagement with Assessment Criteria and Self-regulation Development.” Accounting Education 32 (1): 34–60. doi:10.1080/09639284.2022.2030240.
  • O’Donovan, B., M. Price, and C. Rust. 2004. “Know What I Mean? Enhancing Student Understanding of Assessment Standards and Criteria.” Teaching in Higher Education 9 (3): 325–335. doi:10.1080/1356251042000216642.
  • Orsmond, P., S. Merry, and K. Reiling. 1996. “The Importance of Marking Criteria in the Use of Peer Assessment.” Assessment & Evaluation in Higher Education 21 (3): 239–250. doi:10.1080/0260293960210304.
  • Paas, F., A. Renkl, and J. Sweller. 2003. “Cognitive Load Theory and Instructional Design: Recent Developments.” Educational Psychologist 38 (1): 1–4. doi:10.1207/S15326985EP3801_1.
  • Panadero, E., and A. Jönsson. 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.
  • Panadero, E., and A. Jönsson. 2020. “A Critical Review of the Arguments against the Use of Rubrics.” Educational Research Review 30 (100329): 100329. doi:10.1016/j.edurev.2020.100329.
  • Panadero, E., and M. Romero. 2014. “To Rubric or Not to Rubric? The Effects of Self-assessment on Self-regulation, Performance and Self-efficacy.” Assessment in Education: Principles, Policy & Practice 21 (2): 133–148. doi:10.1080/0969594X.2013.877872.
  • Popham, W.J. 1997. “What’s Wrong–and What’s Right–with Rubrics.” Educational Leadership 55 (2): 72–75.
  • Reddy, Y.M., and H. Andrade. 2010. “A Review of Rubric Use in Higher Education.” Assessment & Evaluation in Higher Education 35 (4): 435–448. doi:10.1080/02602930902862859.
  • Rust, C., M. Price, and B. O’Donovan. 2003. “Improving Students’ Learning by Developing Their Understanding of Assessment Criteria and Processes.” Assessment & Evaluation in Higher Education 28 (2): 147–164. doi:10.1080/02602930301671.
  • Sadler, D.R. 2012. “Assessment, Evaluation and Quality Assurance: Implications for Integrity in Reporting Academic Achievement in Higher Education.” Education Inquiry 3 (2): 201–216. doi:10.3402/edui.v3i2.22028.
  • Sadler, D.R. 2014. “The Futility of Attempting to Codify Academic Achievement Standards.” Higher Education 67 (3): 273–288. doi:10.1007/s10734-013-9649-1.
  • Santrock, J.W. 2018. Educational Psychology. 2nd ed. New York: McGraw-Hill Education.
  • Sun, S., X. Gao, B.D. Rahmani, P. Bose, and C. Davison. 2023. “Student Voice in Assessment and Feedback (2011–2022): A Systematic Review.” Assessment & Evaluation in Higher Education 48 (7): 1009–1024. doi:10.1080/02602938.2022.2156478.
  • Sweller, J. 1988. “Cognitive Load during Problem Solving: Effects on Learning.” Cognitive Science 12 (2): 257–285. doi:10.1016/0364-0213(88)90023-7.
  • Varpio, L., R. Ajjawi, L.V. Monrouxe, B.C. O’Brien, and C.E. Rees. 2017. “Shedding the Cobra Effect: Problematising Thematic Emergence, Triangulation, Saturation and Member Checking.” Medical Education 51 (1): 40–50. doi:10.1111/medu.13124.
  • Wearring, A., H. Le, R. Wilson, and R. Arambewela. 2015. “The International Student’s Experience: An Exploratory Study of Students from Vietnam.” International Education Journal: Comparative Perspectives 14 (1): 71–89.
  • Welikala, T., and C. Atkin. 2014. “Student Co-inquirers: The Challenges and Benefits of Inclusive Research.” International Journal of Research & Method in Education 37 (4): 390–406. doi:10.1080/1743727X.2014.909402.
  • Wolf, K., and E. Stevens. 2007. “The Role of Rubrics in Advancing and Assessing Student Learning.” Journal of Effective Teaching 7 (1): 3–14.