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dc.contributor.authorWeir, Katie
dc.contributor.authorCharlton, Nicholas
dc.contributor.editorGrainger, Peter
dc.contributor.editorWeir, Katie
dc.date.accessioned2023-07-13T21:24:51Z
dc.date.available2023-07-13T21:24:51Z
dc.date.issued2020
dc.identifier.isbn9781527543454en_US
dc.identifier.urihttp://hdl.handle.net/10072/394074
dc.description.abstractThis concluding chapter shifts from implementing rubrics in different tertiary learning contexts to designing and constructing rubrics. It takes a more pragmatic perspective by outlining a process for constructing holistic marking rubrics to align course learning outcomes with the assessment intentions. In the first iteration, we construct a rubric using the more familiar matrix format before translating the information into the continuum model outlined by Grainger in Chapter 4. We then compare these two different formats for rubric design in terms of their constraining and enabling characteristics when it comes to employing them for making valid judgments about student learning.en_US
dc.publisherCambridge Scholars Publishingen_US
dc.publisher.placeNewcastle upon Tyne, UKen_US
dc.publisher.urihttps://www.cambridgescholars.com/product/978-1-5275-4345-4en_US
dc.relation.ispartofbooktitleFacilitating Student Learning and Engagement in Higher Education through Assessment Rubricsen_US
dc.relation.ispartofchapter11en_US
dc.relation.ispartofpagefrom139en_US
dc.relation.ispartofpageto152en_US
dc.subject.fieldofresearchHigher educationen_US
dc.subject.fieldofresearchEducation assessment and evaluationen_US
dc.subject.fieldofresearchOther Educationen_US
dc.subject.fieldofresearchcode390303en_US
dc.subject.fieldofresearchcode390402en_US
dc.subject.fieldofresearchcode3999en_US
dc.subject.keywordsRubricsen_US
dc.titlePerspectives on Rubric Design and Constructionen_US
dc.typeBook chapteren_US
dc.type.descriptionB2 - Chapters (Other)en_US
dcterms.bibliographicCitationWeir, K; Charlton, N, Perspectives on Rubric Design and Construction., Facilitating Student Learning and Engagement in Higher Education through Assessment Rubrics, 11, pages 139-152, 2020en_US
dc.date.updated2020-05-20T00:14:18Z
dc.description.versionAccepted Manuscript (AM)en_US
gro.rights.copyright© The Author(s) 2020. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.en_US
gro.hasfulltextFull Text
gro.griffith.authorWeir, Katie
gro.griffith.authorCharlton, Nicholas J.


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