Description
Assessment by rubrics has emerged as a tool with great potential to guide successful student learning from a competency-based approach. Rubrics, as instruments that make it possible to share the criteria for carrying out learning and assessment tasks with students, are excellent roadmaps for student learning largely because they allow students to know what they are expected to do and what they are expected to achieve by carrying out the learning tasks.
Improving Learning Through Assessment Rubrics: Student Awareness of What and How They Learn contributes to the improvement of what is being evaluated by identifying the strengths as well as the weaknesses of the didactic use of rubrics in the assessment of university learning. The book also provides a set of theoretical issues, methodological elements, and practical resources for the assessment of university learning using rubrics. Covering topics such as active learning, self-assessment, and teacher identity, this reference work is ideal for administrators, policymakers, researchers, scholars, academicians, practitioners, educators, and students.
Reviews and Testimonials
Rubrics have become ubiquitous in K-12 classrooms and common in higher education. As with any educational innovation, it is important to stand back and reflect on the current state of rubrics and how to move ahead. The focus of this chapter is on the ways in which our conceptions of the rubric are problematic but salvageable. Proposals for reframing the term to better align with formative and summative classroom assessment uses are intended to help rubrics live up to their potential as tools for teaching and learning as well as measuring.
– Heidi Andrade
Author's/Editor's Biography
Chahna Gonsalves (Ed.)
Chahna Gonsalves
is a Lecturer in Marketing (Education) at King's Business School. She has several years of experience teaching modules at the undergraduate and postgraduate levels, including Principles of Marketing, Brand Management, Advertising, Integrated and Digital Marketing Communications and Digital Marketing. Chahna holds a PhD in Marketing and an MA in International Business & Management from the University of Westminster and obtained her BA in International Management and Business Administration with French from the University of Reading. Prior to joining King’s, Chahna was a Lecturer at Westminster Business School and a Teaching Associate at Surrey Business School. Chahna is the Education Lead for the Marketing Group at King’s College London. She won the 2023 King's College London Dean's Award for outstanding contribution to education. She is a Senior Fellow of the Higher Education Academy (SFHEA), Deputy Chair of the Academy of Marketing Education Special Interest Group and a Chartered Business Management Educator (CMBE).
Jayne Pearson (Ed.)
Jayne Pearson
is a Lecturer in Education with 15 years’ experience in teaching in national and international contexts before joining King’s Academy in 2018 as an educational developer. She is the faculty liaisons for King’s Business School, the IoPPN and King’s Foundations. As part of the KA team, she designs and delivers pedagogic support in many areas for academic and professional services staff in line with Kings Education Strategy. Her main interest and areas of expertise are assessment and feedback, and much of her research is in this area, and she is currently the College Academic Lead for assessment and feedback and chair of the College Assessment Working Group.