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Revisiting the value of rubrics for student engagement in assessment and feedback in the South African university classroom.

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dc.contributor.author Lombard, B J J
dc.date.accessioned 2012-01-19T14:25:29Z
dc.date.available 2012-01-19T14:25:29Z
dc.date.issued 2011
dc.identifier.citation Lombard, B.J.J. 2011. Revisiting the value of rubrics for student engagement in assessment and feedback in the South African university classroom. TD: The Journal for Transdisciplinary Research in Southern Africa, 7(2):367-382, Dec. [http://dspace.nwu.ac.za/handle/10394/3605] en_US
dc.identifier.issn 1817-4434
dc.identifier.uri http://hdl.handle.net/10394/5278
dc.description.abstract The so-called ‘massification’ of higher education challenges all spheres in institutions serving this education sector. The university classroom and its pivotal areas of teaching, learning and assessment is no exception. While the literature suggests that assessment has a strong influence on learning, it is also maintained that feedback related to assessment is a key determinant of learning attainment. However, conditions in higher education environments are not always conducive to feedback and therefore it remains a complex matter. By acknowledging these complexities and in pursuit of improving student performance by also enhancing their quality of learning, this paper explores the value of rubrics for promoting student engagement in the assessment and feedback processes by means of a conceptual analysis. The theoretical discourse is concluded by suggesting some areas in which applied research could be undertaken in order to establish the tangible value of rubrics for promoting student engagement in the assessment and feedback processes in the South African university classroom. en_US
dc.language.iso en en_US
dc.publisher North-West University en_US
dc.subject Rubrics en_US
dc.subject Feedback en_US
dc.subject Student engagement en_US
dc.subject Assessment en_US
dc.subject Constructivism en_US
dc.title Revisiting the value of rubrics for student engagement in assessment and feedback in the South African university classroom. en_US
dc.type Article en_US


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