Group presentations are common and essential parts of many students' university assessments and are tied to their current and future work experiences. As such, it is important for educators to design and facilitate such assessment in ways that engage students in meaningful learning experiences. One of the key elements of assessment is feedback. However, most teachers have difficulty in finding time to give all students the feedback they need. Fortunately, students themselves can be excellent sources of feedback. Under the right conditions, students’ self-assessment can provide useful information to promote learning. During self-assessment, students reflect on the quality of their work, judge the degree to which it reflects explicitly stated criteria and then find ways to improve their performance. According to Andrade (2000), rubric is a way to support thoughtful self-assessment. A good rubric can orient learners to the concept of quality as defined by experts in a field and pave the way for improvement.
Based on an extensive review of literature, a specially designed rubric for the group presentation of the subject “Introduction to Economics” is developed. Then a convenience sample of 90 undergraduate students taking this subject in a university of Hong Kong are invited to conduct self-assessment on his / her group presentation performance with the use of the specially designed rubrics. Structured interviews in conjunction with self-completion questionnaires are used among these 90 students to gain understanding of their experiences in using rubrics for self-assessment. In this study, it is found that rubrics can help students understand lecturers’ expectations and self-improve which inspire better student performance.
Tina Wong, Hong Kong Polytechnic University, Hong Kong