A students-as-partners-inspired approach to assessment rubric design
The global popularity of the students-as-partners (SaP) model in the higher education sector demonstrates that students, through their lived experiences, have valuable perspectives to contribute to shaping university curricular and co-curricular experiences. While there are numerous inherent benefit...
| Main Authors: | , , , , , , |
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| Format: | Journal Article |
| Published: |
2024
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| Online Access: | http://hdl.handle.net/20.500.11937/96223 |
| _version_ | 1848766115229990912 |
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| author | Do, Christina Finn, Hugh Brennan, Andrew Bruce, Stephanie Brown, Janie Tarabasz, Anna Kirby, Ryan |
| author_facet | Do, Christina Finn, Hugh Brennan, Andrew Bruce, Stephanie Brown, Janie Tarabasz, Anna Kirby, Ryan |
| author_sort | Do, Christina |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The global popularity of the students-as-partners (SaP) model in the higher education sector demonstrates that students, through their lived experiences, have valuable perspectives to contribute to shaping university curricular and co-curricular experiences. While there are numerous inherent benefits associated with facilitating SaP arrangements, incorporating such practices to influence curricular change can be difficult in highly regulated and accredited courses. This article presents a successfully trialled SaP-inspired model involving assessment rubric design in the Bachelor of Laws degree offered at Curtin University in Australia, which is subject to multiple layers of regulation at national and state levels by public and private bodies. The SaP-inspired model presented in the paper is a useful starting point for academics wanting to engage in SaP co-creation of curricular initiatives in contexts that are not especially conducive to SaP, for example, heavily regulated and accredited courses. This article further contributes to existing SaP literature as it presents qualitative and quantitative data collected from the students who engaged in the SaP-inspired model, as well as data collected from students who experienced the SaP-inspired outputs first hand. This article commences with a student reflection on the SaP-inspired model, written by Ryan Kirby who participated in the workshop and assisted in the creation of the assessment rubric and supplementary materials. |
| first_indexed | 2025-11-14T11:46:01Z |
| format | Journal Article |
| id | curtin-20.500.11937-96223 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:46:01Z |
| publishDate | 2024 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-962232024-12-16T05:45:26Z A students-as-partners-inspired approach to assessment rubric design Do, Christina Finn, Hugh Brennan, Andrew Bruce, Stephanie Brown, Janie Tarabasz, Anna Kirby, Ryan The global popularity of the students-as-partners (SaP) model in the higher education sector demonstrates that students, through their lived experiences, have valuable perspectives to contribute to shaping university curricular and co-curricular experiences. While there are numerous inherent benefits associated with facilitating SaP arrangements, incorporating such practices to influence curricular change can be difficult in highly regulated and accredited courses. This article presents a successfully trialled SaP-inspired model involving assessment rubric design in the Bachelor of Laws degree offered at Curtin University in Australia, which is subject to multiple layers of regulation at national and state levels by public and private bodies. The SaP-inspired model presented in the paper is a useful starting point for academics wanting to engage in SaP co-creation of curricular initiatives in contexts that are not especially conducive to SaP, for example, heavily regulated and accredited courses. This article further contributes to existing SaP literature as it presents qualitative and quantitative data collected from the students who engaged in the SaP-inspired model, as well as data collected from students who experienced the SaP-inspired outputs first hand. This article commences with a student reflection on the SaP-inspired model, written by Ryan Kirby who participated in the workshop and assisted in the creation of the assessment rubric and supplementary materials. 2024 Journal Article http://hdl.handle.net/20.500.11937/96223 10.15173/ijsap.v8i2.5670 http://creativecommons.org/licenses/by/4.0/ fulltext |
| spellingShingle | Do, Christina Finn, Hugh Brennan, Andrew Bruce, Stephanie Brown, Janie Tarabasz, Anna Kirby, Ryan A students-as-partners-inspired approach to assessment rubric design |
| title | A students-as-partners-inspired approach to assessment rubric design |
| title_full | A students-as-partners-inspired approach to assessment rubric design |
| title_fullStr | A students-as-partners-inspired approach to assessment rubric design |
| title_full_unstemmed | A students-as-partners-inspired approach to assessment rubric design |
| title_short | A students-as-partners-inspired approach to assessment rubric design |
| title_sort | students-as-partners-inspired approach to assessment rubric design |
| url | http://hdl.handle.net/20.500.11937/96223 |