Title: Video Lesson: Grading Tables in Digital Assessment
Course: Assessment Using Digital Technology > Section: Methods and Tools of Assessment in a Digital Environment

Watch the video that introduces the fundamentals of designing rubrics for criterion-referenced assessment, with a focus on the digital context. The video provides practical tips, teaching experiences, and examples of good practice.

Transcript

Welcome to this video lesson on the use of grading tables in digital assessment. Our guest will share her practical experiences and reflections on this topic. What are grading tables, and how do you use them in higher education? Professor BLAŽENKA DIVJAK, Ph.D: Grading tables are an excellent tool for criterion-referenced assessment, as they incorporate both assessment criteria and performance levels. In higher education, although teachers and professors are accustomed to criteria-based evaluation, it is extremely helpful to have an additional tool that enables us to clearly describe and articulate each criterion. I like to use grading tables, for instance, in peer assessment, when students are involved in evaluation, and in situations where several instructors participate in the assessment process. When you have a large cohort of students and multiple assessors, grading tables help ensure consistency in evaluation and alignment of criteria. How do you design grading tables for your courses? Professor BLAŽENKA DIVJAK, Ph.D: To construct a grading table, it is essential to identify the learning outcome to which the assessment - andtherefore the grading table - is aligned. This is particularly important for complex tasks, which are typically evaluated using grading tables. Once the learning outcome is identified, we determine the criteria by which the task will be assessed. For example, if a learning outcome states that a student should be able to solve a real-world problem, the criteria should include problem formulation, problem-solving, modelling, and - if required - the written presentation of the solution. After identifying the criteria, we define the performance levels. If the levels are relatively simple, for instance, if there are only three, we describe the characteristics associated with each level. It is important to discuss and refine these elements with colleagues, teaching assistants, and, ideally, with students. What are the biggest challenges you have faced in using grading tables in a digital environment? Professor BLAŽENKA DIVJAK, Ph.D: One challenge relates to the number of criteria. For example, if you have too many criteria, say, twelve, but only 10 points available it becomes difficult to meaningfully differentiate performance levels. A balance must be found. However, having too few criteria can also be problematic. Students must be familiarised with the criteria in advance so that they clearly understand expectations. Ideally, they should use the grading table while creating their assignment, not only once the assessment has begun. Are there any digital tools you would particularly recommend for designing and implementing grading tables? Professor BLAŽENKA DIVJAK, Ph.D: I primarily use grading tables in Moodle because it is straightforward. Moodle allows you to create, export, and reuse grading tables, and it provides a clear structure. You can describe each performance level and add comments. I typically refine my grading tables each year. Of course, there are other tools for building grading tables that can later be imported into Moodle. However, as I said, it is generally best to create and store grading tables directly in the environment where they will be used, as this makes them easier to reuse in future iterations of the course. How do your students respond to the use of grading tables? Do you notice any impact on their learning and engagement? Professor BLAŽENKA DIVJAK, Ph.D: Students, especially those in advanced years of study, welcome grading tables because they clearly show the criteria on which they will be assessed. This requires discussion with students to ensure they are aware of the grading table and understand it. Feedback should not consist solely of a numerical score. Students should receive information about which criteria were met and where improvements are needed. Grading tables support this process and, in particular, promote fairness when multiple instructors and teaching assistants are involved. Transparency and fairness are extremely important to students. How do grading tables support high-quality feedback and the development of student self-regulation? Professor BLAŽENKA DIVJAK, Ph.D: As I mentioned, high-quality feedback is feedback that students can use to improve their learning. If a student receives feedback indicating that their mathematical model is correct but their written presentation is weak, they know exactly where further work is required. Grading tables support self-regulation by helping students identify areas for improvement and take initiative, rather than relying on constant direct prompts from instructors. Grading tables can also be used for self-assessment, enabling students to regulate their learning more independently. How have grading tables changed your approach to teaching and assessment? Professor BLAŽENKA DIVJAK, Ph.D: My approach to assessment is fundamentally based on criteria, which in turn are grounded in the learning outcomes at course level. When I design learning activities, whether simple tasks or those created using specialised design tools, I use grading tables and invest time not only in assessment but also in explaining the results to students. Before assessment takes place, it is essential that both instructors and students clearly understand the criteria that will be used. What advice would you give to instructors who are just beginning to use grading tables? Professor BLAŽENKA DIVJAK, Ph.D: First, do not be afraid to use grading tables. The hardest part is creating the first one; after that, the process becomes much easier because you start thinking in terms of identifying criteria and describing performance levels. Although the initial effort is greater, grading tables ultimately simplify communication and alignment among colleagues, and enable instructors to consistently provide high-quality feedback to students, which should always be emphasised. Thank you to our guest for these valuable insights. We encourage you to reflect on how you might enhance your own assessment practices through the use of grading tables.

After watching the video lecture, your task is to:

- take notes of key conclusions and your own reflections on the topic
- write one example of how a rubric could be used in your own context
- prepare a comment or question for the ongoing forum discussion