Tag Archives: marking rubrics

Problems with grading rubrics for complex assignments

In an earlier post I discussed a paper by D. Royce Sadler on how peer marking could be a means for students to learn how to become better assessors themselves, of their own and others’ work. This could not only allow them to become more self-regulated learners, but also fulfill roles outside of the university in which they will need to evaluate the work of others. In that essay Sadler argues against giving students preset marking criteria to use to evaluate their own work or that of other students (when that work is complex, such as an essay), because:

  1. “Quality” is more of a global concept that can’t easily be captured by a set of criteria, as it often includes things that can’t be easily articulated.
  2. As Sadler pointed out in a comment to the post noted above, having a set of criteria in advance predisposes students to look for only those things, and yet in any particular complex work there may be other things that are relevant for judging quality.
  3. Giving students criteria in advance doesn’t prepare them for life beyond their university courses, where they won’t often have such criteria.

I was skeptical about asking students to evaluate each others’ work without any criteria to go on, so I decided to read another one of his articles in which this point is argued for more extensively.

Here I’ll give a summary of Sadler’s book chapter entitled “Transforming Holistic Assessment and Grading into a Vehicle for Complex Learning” (in Assessment, Learning and Judgement in Higher Education, Ed. G. Joughin. Dordrecht: Springer, 2009). DOI: 10.1007/978-1-4020-8905-3_4).

[Update April 22, 2013] Since the above is behind a paywall, I am attaching here a short article by Sadler that discusses similar points, and that I’ve gotten permission to post (by both Sadler and the publisher): Are we short-changing our students? The use of present criteria in assessment. TLA Interchange 3 (Spring 2009): 1-8. This was a publication from what is now the Institute for Academic Development at the University of Edinburgh, but these newsletters are no longer online.

Note: this is a long post! That’s because it’s a complicated article, and I want to ensure that I’ve got all the arguments down before commenting.

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