Effect of implementing digital rubrics on feedback on university written work
DOI:
https://doi.org/10.5281/zenodo.16645190Keywords:
digital rubrics, academic feedback, higher education, formative assessment, educational technologyAbstract
This article seeks to examine the effect of implementing digital rubrics on feedback on written work among university students in the year 2024. Using a quasi-experimental design with control and experimental groups, both quantitative and qualitative scenarios of the assessment procedure were evaluated with 180 students distributed across six courses at three universities in Lima. The results showed that the use of digital rubrics significantly increased the effectiveness of feedback (p<0.01), improving the quality of final papers and increasing student satisfaction with the assessment procedure. The most significant improvements were seen in the clarity of performance perspectives, evaluative consistency among teachers, and feedback consistency. It was concluded that digital rubrics are a valuable pedagogical tool that improves instructional assessment procedures in the classroom. Although their implementation requires proper teacher training, it also requires consideration of the digital divide.
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