Improving cross disciplinary assessment literacy through the use of rubric conversations

Chapman, Amanda and Ruston, Sarah (2019) Improving cross disciplinary assessment literacy through the use of rubric conversations. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished) Full text not available from this repository.

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Abstract

As one of the approaches for improving transparency and grading consistency across the University, programme teams have been encouraged to consider adopting traditional matrix-style levelled rubrics. This follows the success of rubric adoption across the Psychology programme. Development sessions were held to encourage and facilitate initial rubric planning. The Community of Practice conversations between Programme Teams are interesting in themselves and can highlight inconsistencies and varied approaches to practice. When the rubric is cross-disciplinary, these issues can be more acute. Inter-professional learning is an important aspect of many programmes but can also be challenging, particularly around assessment. Cross-disciplinary rubrics may be an answer to issues of fairness and equity. The research was gathered through observation in the Rubric Development sessions, with particular emphasis on those conversations that were cross-disciplinary. The results show that these assessment conversations are a worthwhile and important activity that can help reinforce and improve assessment literacy and can consolidate the Community of Practice. This is particularly important for new academic staff for whom the marking process can be a daunting one. Whilst the development of the rubric itself is the collective goal of these sessions, we argue that it is the conversation and professional discussion that brings the most benefits to improving the assessment literacy of staff, and ultimately students.

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Item Type: Conference or Workshop Item (Paper)
Departments: Academic Quality & Development (AQD)
Depositing User: Anna Lupton
Date Deposited: 02 Jul 2019 15:03
Last Modified: 02 Jul 2019 15:07
URI: http://insight.cumbria.ac.uk/id/eprint/4965

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