3.3.4. HOW CAN WE DEVELOP ASSESSMENT RUBRICS IN VLE?
In general terms, for the development of assessment rubrics, teachers start by deciding on the criteria or essential elements that the students’ work should have to evidence its high quality. Afterwards, they should define the accomplishment levels that are to be included in articulation with the grading scheme adopted by their education institution. Finally, detailed accomplishment indicators should be described for each level and for each criteria or essential element, using descriptive rating scales (e.g., weak, satisfactory, strong or poor, acceptable, good, excellent). The students’ grade should result from the levels that correspond to their work, but teachers should also consider leaving additional space for tailored comments concerning the students’ performance that will help them to define the final grade.
In particular when students are not used to assessment rubrics, teachers should consider providing examples of how they are used, so that it is clear for students how they work and teachers expect from them. Another possibility is to enhance the students’ learning experience by involving them in the creation process; thus, promoting their agency and accountability for their own learning.