Assessment Rubrics in International Education
Developing a Holistic Rubric to Provide Formative Assessment and Facilitate Student Adjustment to the International Baccalaureate Program
Bibliographic Data
| ID | 7160895 |
|---|---|
| Authors | Christos Hatziconstantis (0000-0002-3949-6344, ACG-Pierce College, Greece, corresponding author), Tania Kolympari (0000-0003-0049-0030, University of Ioannina) |
| Year | 2025 |
| Volume | 24 |
| Issue | 3 |
| Pages | 259-274 |
| Publication date | 2025-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in International Education (JOURNAL) |
| Journal identifiers | ISSN: 1475-2409 • E-ISSN: 1741-2943 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/14752409251371020 |
| OpenAlex | W4414510455 |
| Language | EN |
| References cited | 28 |
The literature on assessment rubrics is US-centric and neglects rubrics’ contribution in facilitating student adjustment to dissimilar educational paradigms. The Greek secondary education system does not incorporate assessment rubrics to inform student evaluation. As a result, student grades are based on unclear and hard-to-defend criteria, leading to higher levels of test anxiety and reducing student self-regulation. In contrast, holistic assessment rubrics are consistently employed by the International Baccalaureate Diploma Programme [IBDP]. In this paper the pilot introduction of assessment rubrics in Greek secondary education is considered. The impact of formative assessment and holistic assessment rubrics on student adjustment to a radically different education system was assessed by designing and employing semi-experimental methodology. A qualitative, open-ended questionnaire was distributed to both a control group and an intervention group to assess, using mixed content analysis, how the assessment rubric informed student adjustment to international education settings. The results highlight the positive impact of introducing assessment rubrics to influence student transition to radically dissimilar educational paradigms and the policy implications for peripheral educational systems. In particular, and in contrast to established theoretical assumptions, the students sampled reported that higher order learning was enhanced thanks to analytic rubrics
Educational assessment · Formative assessment · Higher education · Peer Assessment · Rubric · Self-assessment · Standards-based assessment · Educator Training and Historical Pedagogy · Higher Education Learning Practices · Student Assessment and Feedback
Research Methods in Education
The use of scoring rubrics
Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1
The use of scoring rubrics for formative assessment purposes revisited
Formative assessment in higher education
Assessment and Classroom Learning
Beyond feedback
A review of rubric use in higher education
Development of a ‘universal’ rubric for assessing undergraduates' scientific reasoning skills using scientific writing
How teachers engage with Assessment for Learning
The Role of Assessment in a Learning Culture
Formative assessment and self-regulated learning
| Highly cited | No |
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