Co-Production of Assessment Rubrics in an Online Education Context

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Author(s): Anja Harrison (King's College London, UK), Maren Breier (King's College London, UK), Harriet Power (King's College London, UK)and Brenda P. Williams (King's College London, UK)
Copyright: 2023
Pages: 18
Source title: Improving Learning Through Assessment Rubrics: Student Awareness of What and How They Learn
Source Author(s)/Editor(s): Chahna Gonsalves (King's Business School, King's College London, UK)and Jayne Pearson (King's Academy, King's College London, UK)
DOI: 10.4018/978-1-6684-6086-3.ch008

Keywords: Classroom Management / Education / Information Science Reference / Learning Assessment and Measurement

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Abstract

Marking rubrics is hailed as a transparent and effective way of supporting student success; enhancing their ability to understand and use their learning environment to achieve their goals. Rubrics also enable staff to mark fairly and consistently. Yet, to be successful, rubrics must be understandable to all and there needs to be active engagement from students and staff alike. Understandability requires that the wording be inclusive and considerate of student diversity, and this is especially true when considering online courses where the student body is often more culturally diverse. Co-creation with students can promote inclusivity and the development of meaningful and successful rubrics. This chapter provides a step-by-step guide for co-creating and implementing rubrics in an online education context, developed through collaboration with the co-creation student panel from the online programmes at the Institute of Psychiatry, Psychology and Neuroscience, KCL.

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