Increasing Student Engagement with Instructor Feedback using Criteria-Based Rubrics as a tool for Self-Assessment

Abstract

Abstract: Students need to actively engage with instructor feedback to improve their work, but many struggle incorporating feedback to improve their skills. This paper describes a strategy for using criteria-based rubrics as self-assessment tools to increase student engagement with instructor feedback. Initially, the instructor creates a criteria-based rubric aligned with the objectives of an assignment. Students then use this rubric to self-assess their work. This is followed by the instructor evaluating the student self-assessment to provide feedback. The student then has an opportunity to apply this feedback to their work prior to submission, as well as reflect on the quality of their work. Additional application of this strategy to the process of peer-review is also discussed.