Tags: Paper Writer TabAppendix In Research PaperWriting Prompts For EssaysThoreau Walden Essay On Civil DisobedienceComponents Of Research ProposalDrop Down Nav Menu Thesis
These innovative assignment rubrics can be useful for various ODL institutions in supporting their learners for formative assessment especially in assignment writing.OUM has been using assignment as a component of continuous assessment since its establishment.As an ODL institution, OUM only hires limited number of full-time academics, as such 80 percent of these subject-matter experts consist of external academics from other higher learning institutions that mostly have traditional classroom setting.
Although the subject-matter experts were given Assignment Kits which contain guidelines on how to develop the rubrics, the rubrics that some of them had developed can be considered imperfect, as the rubrics were either too simple or missing crucial details.
Such rubrics may have been allowed to be published and distributed in traditional learning setting as the subject-matter experts who will in turn be the classroom lecturers or tutors have the luxury to explain the intended meaning and expectations of the rubrics clearly to their learners.
The reasons rubrics were introduced in Open University Malaysia’s (OUM) course assignments were to guide learners on how to do their assignments and make grading simpler and structured for graders or examiners (Ali and Fadzil, 2013).
Hence from May 2010 semester, all the subject-matter experts were given instruction and guide to develop assignment questions accompanied with rubrics.
However in ODL setting, the learners do not have the same privilege as they have limited classroom or totally rely on online learning, whereby the discussion on assignment expectation and rubrics might be limited or might not be as comprehensive and interactive as in classroom setting.
Another challenge is that assignment rubrics goes through various processes in ODL setting from development, moderation, teaching, learning and grading by various and different stakeholders, which exposes various interpretations (Chaudhary and Dey, 2013).
Thus the ultimate aim of this paper is to create assignment rubrics that are suitable for ODL courses which enhances common understanding of the assignment outcome.
In order to support this “common understanding” functionality, the rubrics has to be focused on not only grading but also on guiding, which can be done by innovatively enhancing the criteria of the rubrics as well as standardizing the level of performance descriptions of the rubrics.
The purpose of this paper is to propose a new standard of assignment rubrics to minimize various interpretations and confusing expectations of the assignment outcome among all stakeholders and enhance the assignment rubrics to function not only as a grading tool but also as an assignment guiding tool for self-managed learning among open and distance learning (ODL) learners. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial & non-commercial purposes), subject to full attribution to the original publication and authors.
The paper looks into the problems and issues related to assignment rubrics such as various interpretation, confusing expectations and the need to have appropriate descriptions in the rubrics in order to reflect proper learning outcome among the assignment stakeholders. https://doi.org/10.1108/AAOUJ-01-2018-0009 Download as . The full terms of this licence may be seen at Assessment is the process of measuring and evaluating a learner’s academic achievement for a particular course through continuous assessments and examination (Brown and Knight, 1994).