Checkpoints for introducing rubric evaluation in active learning

Abstract

Active learning is increasingly being introduced in educational settings. However, this approach faces challenges of difficulties with instructional design and evaluation of learning activities and outcomes. In this paper, I will focus on evaluation using rubrics. I will describe the types of active learning, the positioning of rubrics for evaluating active learning, and points to take into account when creating and using rubrics. In the discussion, I will address both theoretical and practical aspects of introduction of rubrics in terms of performance evaluation in instructional design, efficient rubric creation, and rubric utilization that involves learners. Through these points, I will confirm the importance of clarifying learning objectives in the process of designing courses that incorporate active learning, as well as checkpoints for effective use of rubrics, with illustration using some examples. I will also mention the difficulties of evaluation using a rubric because of the qualitative nature of the evaluation.