Rubrics, Assessment, Evaluation – A Re-Visit

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I never liked exams much. Yet, as an educator, yes, I have administered and written many tests, quizzes and exams. Just something that comes with the job. 


No. Not really. 

Not only is evaluation/assessment an integral part of formal education, giving feedback to learners is important. Whether that feedback is continuous, formal/informal, formative or summative, peer feedback or self-reflecting feedback, providing learners with feedback and strategies on how to be better achieve their learning goals, is a cornerstone of education. 

Any assessment/evaluation approach will obviously depend on context and purpose. In many instances I tend to favour awarding badges and having students submit a portfolio with their work. However, this may not always be possible in different educational contexts. 

Teach Thought sums up 20 different suggestions on giving feedback to learners:

Although individuals may have their own rubrics and evaluation criteria to follow, when it comes to digital learning tasks, Teach Thought also offers a Bloom's Digital Taxonomy which is of interest, especially when selecting digital tasks for students:

Whether it be feedback, evaluation or assessment, these elements are embedded in learning processes. And just like the range of tasks one may choose, there are also different perspectives and considerations to bear in mind according to each teaching/learning context. 

Perhaps the most important is that rubrics are kept simple, clear and transparently shared with learners - no one appreciates unexpected tasks for assessment or evaluation of tasks not practiced in lessons. 

How do you carry out assessments, evaluations, student feedback?

Further Suggestions:

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