This essay examines rubrics for learning found in the learning platform Unikum and analyses their construction in relation to research on rubrics for learning. Formative assessment, variation theory and design for learning together with previous research are used as a framework for analysis. Jönsson (2017) says that rubrics for learning are used for formative assessment in order to answer Hattie’s (2007) three questions for feedback: Where am I going, how am I going and where to next? To be able to do that, rubrics should contain clear criteria and task-level specificity with several levels of quality which are differentiated by small, highlighted variations. The language should be adapted from the list of knowledge requirements in the national curriculum, to better suit the students. The analysis of rubrics for learning found in the learning platform Unikum, shows that very few of them followed these criteria. Only 18 out of 123 rubrics for learning matched all of the criteria. Most of the rubrics that match the criteria, contain a mix of descriptive and evaluative language making it harder for students to understand what is expected from them. A topic for further research might be to find a common terminology that could help define a rubric for learning thus making them easier for teachers to construct and use. It would also be interesting to
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-43909 |
| Date | January 2021 |
| Creators | Liljenberg, Tobias |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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