Teachers as Designers of Formative e-Rubrics: A Case Study on the Introduction and Validation of Go/No Go Criteria
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Other documents of the author: Company, Pedro; Otey, Jeffrey; Agost, Maria-Jesus; Contero, Manuel; Dorribo Camba, Jorge
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comunitat-uji-handle2:10234/7035
comunitat-uji-handle3:10234/8617
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Title
Teachers as Designers of Formative e-Rubrics: A Case Study on the Introduction and Validation of Go/No Go CriteriaDate
2019-07-18Publisher
Springer VerlagISSN
1615-5289; 1615-5297Bibliographic citation
Company, P., et al. Teachers as designers of formative e-rubrics: a case study on the introduction and validation of go/no-go criteria. Universal Access in the Information Society, 2019, vol. 18, núm. 3, p. 675-688Type
info:eu-repo/semantics/articlePublisher version
https://link.springer.com/article/10.1007/s10209-019-00686-7Version
info:eu-repo/semantics/acceptedVersionAbstract
Information and Communications Technologies (ICTs) offer new
roles to teachers to improve learning processes. In this regard, learning rubrics
are commonplace. However, the design of these rubrics has focused mainly ... [+]
Information and Communications Technologies (ICTs) offer new
roles to teachers to improve learning processes. In this regard, learning rubrics
are commonplace. However, the design of these rubrics has focused mainly on
scoring (summative rubrics), whereas formative rubrics have received significantly
less attention. ICTs make possible electronic rubrics (e-rubrics) that enable
dynamic and interactive functionalities that facilitate the adaptable and
adaptive delivery of content. In this paper, we present a case study that examines
three characteristics to make formative rubrics more adaptable and adaptive:
criteria dichotomization, weighted evaluation criteria, and go/no-go criteria.
A new approach to the design of formative rubrics is introduced, taking advantage
of ICTs, where dichotomization and weighted criteria are combined
with the use of go/no-go criteria. The approach is discussed as a method to better
guide the learner while adjusting to the student’s assimilation pace. Two
types of go/no-go criteria (hard and soft) are studied and experimentally validated
in a Computer-Aided Design assessment context. Bland-Altman plots are
constructed as discussed to further illuminate this topic. [-]
Is part of
Universal Access in the Information Society, 2019, vol. 18, núm. 3, p. 675-688Investigation project
This work was partially supported by grant DPI2017-84526-R (MINECO/AEI/FEDER, UE), project “CAL-MBE, Implementation and validation of a theoretical CAD quality model in a Model-Based Enterprise (MBE) context.”Rights
"This is a post-peer-review, pre-copyedit version of an article published in Universal Access in the Information Society . The final authenticated version is available online at: https://doi.org/10.1007/s10209-019-00686-7 ".
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