Open AccessMeasuring Transparency: A Learning‐Focused Assignment Rubric
Author(s) -
Palmer Michael S.,
Gravett Emily O.,
LaFleur Jennifer
Publication year - 2018
Publication title -
to improve the academy
Language(s) - English
Resource type - Journals
ISSN - 2334-4822
DOI - 10.1002/tia2.20083
Subject(s) - rubric , summative assessment , formative assessment , transparency (behavior) , computer science , quality (philosophy) , mathematics education , psychology , philosophy , computer security , epistemology
By combining recommendations for effective assignment design with principles of transparency and the value‐expectancy theory of achievement motivation, we developed a rubric capable of for assessing the quality and guiding the design of assignment descriptions. This rubric defines criteria characteristic of well‐designed assignments; breaks the criteria down into concrete, measurable components; and suggests what evidence for each component might look like. While the full rubric is valid for major, signature assignments, it can accommodate a diverse range. It can also provide summative, quantitative information to educational developers for research and formative, qualitative feedback to instructors for gauging the quality of their assignments.