Advanced Assessment

In higher education, assessment of learning is central to the process of constructive alignment, where goals, activities and assessment are aligned to foster deep learning and the development of competences. In the contemporary context, there is increasing emphasis on authentic and formative forms of assessment that allow students to play a more active role in assessing their own progress. Traditional assessment systems are gradually being complemented by innovative approaches such as grading tables, or rubrics, that ensure transparency and clear criteria, and the concept of ungrading. This activity focuses on exploring these approaches.

Find and read relevant sources that address contemporary approaches to assessment in higher education. The task is to explore two interconnected, yet different topics.

The first topic is grading rubrics, which represent a structured tool for clearly defining criteria and levels of performance. Explore how rubrics are developed, what their advantages are compared to traditional assessment, and how they can contribute to transparency and fairness.

The second topic is the concept of the so-called ungrading, i.e. approach that questions traditional grades and emphasizes the quality of learning, self-reflection and dialogue between teachers and students.

For each topic, find at least two sources, read them, and create short notes that summarize key ideas and highlight the strengths and challenges of each approach. The notes will serve as a basis for further discussion in which different assessment models will be compared and their applicability in the higher education context will be considered.

Here are reference sources for both approaches (of course, you will use other sources than these):

Rubrics - Reddy, Y. i Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education - ASSESS EVAL HIGH EDUC. 35. 435-448. 10.1080/02602930902862859. 

Ungrading - Guarana, B. Ungrading for Critical Thinking: From Assessing the Self to Critiquing the Field

IMPORTANT: This activity is required!