Fixed ‘Formative-Specific' Assessment Rubrics and ‘Formal’ Formative Assessment? What’s the point? Evolving formative assessment processes for a large-scale international student taught master’s Education module

Abstract

Assessment rubrics are a central component of developing students’ assessment literacy. They are usually used both for the summative assessment of learning, and, formatively, to develop students’ understanding of the standard of work required to be successful. The objective of this research was to evaluate the use of a ‘formative-specific’ assessment rubric designed for providing formative assessment feedback, and a distinct rubric designed for summative assessment. Data was collected through an online questionnaire and anecdotal conversations with colleagues and students. A total of 45 postgraduate students completed the questionnaire. The findings suggest that a ‘formative-specific’ assessment rubric contributes both to facilitating students’ understandings of the level and quality of work required for postgraduate study and to developing their assessment literacy. The data also shows that the students found the summative assessment rubric useful in progressing to their next assignments in their master’s level degree programme. More importantly, the study introduces the concept of a ‘fixed-formal’ formative assessment process.