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Using a Criterion-Referenced Rubric to Enhance Student Learning: A Case Study in a Critical Thinking and Writing Module
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Pui, Priscillia; Yuen, Brenda; Goh, Happy – Higher Education Research and Development, 2021
This paper reports an empirical study which investigates a disparity between student-teacher rated scores in a criterion-referenced assessment (CRA) of a critical thinking and writing module for engineering undergraduates. Using the rubric as a self-assessment tool, students rated their self-confidence level and performance in terms of the…
Descriptors: Evaluation Criteria, Scoring Rubrics, Critical Thinking, Writing Instruction