“Assessment is of prime importance to education and student learning” say Eshun and Osei-Poku (2013: 1), because it supports learning. Rubrics are descriptive scoring and assessment tools; they form the foundation of academic judgements and measures about the performances, achievements, progress, and levels of proficiency; and make explicit how well the learning outcomes were achieved. The use of rubrics further ensures consistency, overcomes arbitrariness, and reduces not only subjectivity, but also administration. Rubrics provide students with specific criteria, and detail both what is expected, and what constitutes a complete response. However, there are potential down sides and pitfalls pertaining the use of rubrics, caution Eshun and Osei-Poku (2013). They recommend the participation of students in the development of rubrics, especially in studio- and project-based learning contexts. Students do appreciate an effective and usable rubric, which contains well-defined assessment criteria; is explicit; specific, and based on the intended learning outcomes.
“Feedback is a crucial component in the change and the potential for change in individual performance”, say Hamond, Himonides and Welch (2020: 34). When current performance is perceived not to match the intended level of performance, learning is enabled. They indicate that for feedback to be effective, meaningful information, self-assessment and self-regulatory skills are required. Feedback fosters learner autonomy. Hamond, et al. (2020) differentiate (a) intrapersonal feedback—which happens inside the individual; from (b) interpersonal feedback—which happens between two or more individuals, or between one individual and one external source, such as technology. Intrapersonal feedback includes internal processes such as conscious–awareness state, metacognitive knowledge, self-regulatory skills, emotional state, and a sense of self. They further differentiate verbal feedback (for example providing information, or asking questions), and non-verbal feedback (for example modelling, imitating, body and head movements, pointing, hand gestures, and behaviours such as smiling, laughing, nodding, shaking and facial expression. Hamond, et al. (2020) also allude to the use of technology-mediated feedback, which may augment intrapersonal feedback.
Hamond, et al. (2020) propose the use of synchronous or asynchronous online video and audio recordings and digital technology systems in distance teaching and learning environments. Such technology system may enable lecturers and students to share performance-related data through the internet (online), and to discuss the visual feedback to augment the teaching and learning experiences. It has the potential to enhance the online learning experiences by exploiting available technologies.
Eshun, E.F. & Osei-Poku, P. (2013). Design students perspectives on assessment rubric in studio-based learning. Journal of University Teaching & Learning Practice, 10(1). Available at: https://ro.uow.edu.au/jutlp/vol10/iss1/8
Hamond, L., Himonides, E. & Welch, G. (2020). The nature of feedback in higher education studio-based piano learning and teaching with the use of digital technology. Journal of Music, Technology & Education, 13(1), 33-56. Available at: https://doi.org/10.1386/jmte_00015_1
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