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5.3 EDUCATIONAL SCIENCES, *pedagogy
Early career academics entering Higher Education face many challenges. The demands of a new work environment – particularly a third-level institute – can lead to struggles for identity and purpose together with uncertainty of how to fit into a new role (Archer, 2008; Houston, Meyer, & Paewai, 2006). The importance of supporting new academics is identified by many authors including Adcroft and Taylor (2013) and Sadler (2012), and is a crucial issue where assessment of student performance is concerned. Assessment is a major driver of student learning, and scholars have extensively documented the importance of constructively aligning assessment types to learning outcomes (Biggs, 2003; Boud & Falchikov, 2006; Crisp, 2012). Good assessment practice should accomplish a number of key objectives (Boud, 1995) including the stimulation of student learning, objective measuring of student accomplishment and provision of marks that are both valid and reliable. Rubrics can support new academics aiming to fulfil these goals by clearly articulating expectations whilst also providing a framework for feedback (Ash & Clayton, 2004; Stiggins, 2002). Adopting such a student-centred approach is a well-recognised strategy to support teaching and learning (Plush & Kehrwald, 2014). This project therefore aims to further the understanding of how rubrics can be used to support the assessment process. Two artefacts – an infographic and a website – have been created as part of a suite of resources to support new academics and foster good assessment practice more broadly.
Chadha, P. et al. (2019) A Rubric Guide for New Academics, Practitioner Research Project Report, TU Dublin.