- Study at Deakin
- Campus life
- Industry and community
- About Deakin
Neville Hurst - School of Management and Marketing
This example describes how rubrics have provided an effective and flexible assessment and feedback tool in a unit with open-ended assessments.
MMP221Property Management aims to develop students' skills and knowledge about managing large-scale property assets on behalf of client investors.
Property management is a combination of technical skills and knowledge (eg negotiation and development of leases) and intangible skills of being able to meet the needs of opposing entities (landlords and tenants).
I decided to use a problem-based learning approach in this unit and set two assignments. The first required students to select a research project from a list and investigate contemporary issues impacting on that field of property management, explaining how the issues are/are not being addressed and what they would do if they were in a position of influence. The second required students to select two shopping centres, study the retail mix offered, investigate the centres' target demographics and make recommendations on how trade turnover could be improved.
I was keen to give students freedom to use their initiative in developing their ideas and justifying their recommendations. To do this I needed a flexible assessment tool that captured the learning outcomes but did not overly direct the structure or the content. I found the rubric to be an excellent tool for assessing learning outcomes of this nature.
The rubrics were structured with the rows being the learning outcomes - 4 to 5 learning outcomes were sufficient - and the columns being the increasing levels of quality. This way, students could see very clearly what they had to do to achieve high scores. I gave a higher weighting of marks to the learning outcomes I wished to emphasise.
I used a grade range in each band of quality to take into account when students did some things well and others not so well. I found this part took a few iterations to get right, but it was important so that students were able to feel they had received a fair assessment.
In my view the benefits of using rubrics were many, including:
The Rubrics guide provides step-by-step instructions for using rubrics in DSO.
For further discussion of online assessment methods, see Designing your online/blended unit in Desire2Learn: Assessment.
(click link to enlarge picture)
Can you suggest another exemplar of online teaching at Deakin? Comments will be forwarded to Deakin Learning Futures.