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dc.contributor.authorWeir, Katie
dc.contributor.authorCharlton, Nicholas
dc.contributor.editorGrainger, Peter
dc.contributor.editorWeir, Katie
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.
dc.publisherCambridge Scholars Publishing
dc.publisher.placeNewcastle upon Tyne, UK
dc.relation.ispartofbooktitleFacilitating Student Learning and Engagement in Higher Education through Assessment Rubrics
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchHigher Education
dc.subject.fieldofresearchEducation Assessment and Evaluation
dc.titlePerspectives on Rubric Design and Construction
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
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, 2020
gro.hasfulltextNo Full Text
gro.griffith.authorCharlton, Nicholas J.
gro.griffith.authorWeir, Katie

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