University Students' Perceptions of Electronic Rubric-Based Assessment

  1. Raposo-Rivas, Manuela 1
  2. Gallego-Arrufat, María-Jesús 2
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Digital Education Review

ISSN: 2013-9144

Ano de publicación: 2016

Número: 30

Páxinas: 220-233

Tipo: Artigo

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Outras publicacións en: Digital Education Review

Resumo

Integrating technology into assessment processes in university contexts can change educational practices, in some cases by fostering self-regulated learning and in others by enabling more interactivity and participation among users. In this paper, we examine the opportunity to use electronic rubrics (erubrics) to assess learning. We report a student perception analysis on the process of assessment with electronic rubric at the university level. In this study, erubrics are applied in a Preschool (3-6 year-olds) and Primary Education (6-12 year-olds) pre-service teacher context. 87 students from two Spanish universities enrolled in a quarterly course of Education Technologies in the Faculty of Education used erubrics (© Gtea) for self- and peer assessment. Through a design-based research, the study concluded that electronic rubric is an assessment facilitating resource for students as participants in the assessment process. Students tend to be satisfied with their use in both self- and peer assessment and acknowledge certain advantages regarding rubric features, implementation process and impact on learning process

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Fonte de datos: Dialnet