Abstract:

Learning rubrics allow for standardizing the evaluation process. Assessment criteria are scored on the basis of performance levels that define the degree of compliance with established specifications. But rubric aims go beyond assessment. Formative purposes can also be achieved with rubrics, as they enable students to detect their strengths and weaknesses in their training. Adaptable rubrics are those which permit students to adapt rubric specifications to their own learning rhythm. Often, electronic formats (e-rubrics) facilitate rubric adaptability.

This article focuses on selected features used to provide rubrics with adaptable properties. Experiments have been conducted on the use of these adaptable features used in self-assessment, in order to search for students’ usage patterns. An analysis has been performed on two features of an e-rubric: the Unfold/fold feature, which arrange criteria at multiple levels of detail, which can be expanded on demand, and the Bubbles feature, which provides performance levels with additional explanations.

The results reveal that the use of the Unfold/fold and Bubbles features are significantly correlated, what shows that the studied features for adaptable purposes are frequently used together, although their percentages of use reach a maximum of a 35.5%.
These results are the first step to establish recommendations of use for these types of features in adaptable rubrics. Further study lies in ascertaining if their application allows for attaining advantages in self-assessment, such as increased instructor-student inter-reliability.

Keywords:

Formative rubrics, adaptable feature, e-rubric, unfold-fold, bubbles.