Analysis of online rubric platforms: advancing toward erubrics

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dc.contributor.authorPanadero, Ernesto
dc.contributor.authorFernández Ortube, Alazne
dc.contributor.authorKrebs, Rebecca
dc.contributor.authorRoelle, Julian
dc.date.accessioned2025-05-06T09:33:46Z
dc.date.available2025-05-06T09:33:46Z
dc.date.issued2025
dc.date.updated2025-05-06T09:33:45Z
dc.description.abstractRubrics play a crucial role in shaping educational assessment, providing clear criteria for both teaching and learning. The advent of online rubric platforms has the potential to significantly enhance the effectiveness of rubrics in educational contexts, offering innovative features for assessment and feedback through the creation of erubrics. This study presents a comprehensive analysis of 19 online rubric platforms structured around five research questions (RQs) examining the general platform features, rubric design features, rubric implementation features, identifying the stronger online rubric platforms available, and investigating if the platforms support the creation and implementation of erubrics. Our analysis of the design features revealed varying levels of customisation and flexibility across platforms, crucial for effective assessment. Regarding implementation features, we found a mix of online and offline capabilities, with a limited number of platforms offering more advanced features (e.g. collaborative options). Through a detailed scoring system, we identify the platforms that lead innovation in design and implementation. Unfortunately, the vast majority of platforms do not support features for the creation of erubrics. We provide a detailed list of implementation recommendations for teachers, researchers, and platform designers (Appendix F)en
dc.description.sponsorshipGerman Federal Ministry of Education and Research, international and interdisciplinary network of educational researchers SeReLiDiS (Self-Regulated Learning in Digitized Schools). Spanish National R + D call from the Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2020), Reference number: PID2019-108982GB-I00en
dc.identifier.citationPanadero, E., Fernández Ortube, A., Krebs, R., & Roelle, J. (2025). Analysis of online rubric platforms: advancing toward erubrics. Assessment and Evaluation in Higher Education, 50(1), 31-49. https://doi.org/10.1080/02602938.2024.2345657
dc.identifier.doi10.1080/02602938.2024.2345657
dc.identifier.eissn1469-297X
dc.identifier.issn0260-2938
dc.identifier.urihttp://hdl.handle.net/20.500.14454/2668
dc.language.isoeng
dc.publisherRoutledge
dc.rights© 2024 The Author(s)
dc.subject.otherErubric
dc.subject.otherRubric design
dc.subject.otherRubric implementation
dc.subject.otherRubrics
dc.titleAnalysis of online rubric platforms: advancing toward erubricsen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage49
oaire.citation.issue1
oaire.citation.startPage31
oaire.citation.titleAssessment and Evaluation in Higher Education
oaire.citation.volume50
oaire.licenseConditionhttps://creativecommons.org/licenses/by-nc-nd/4.0/
oaire.versionVoR
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