| Rubric Systems for assessing students’ creative works: Ways of enhancing undergraduates’ assessments in University education |
|---|
|
| Abstract This paper focuses on usage of rubric to ensure quality of undergraduate performance projects. For the last two years the Department of Drama Oriental Ballet and Contemporary Dance, University of the Visual and Performing Arts in Sri Lanka has experimented ways of assessing students’ creative works in their undergraduates examinations. Introducing rubric systems for assessment of acting and directing students in their undergraduate examinations, academics have come to realisation that these rubric systems for assessing students’ creative developments have been very effective and been able to capture minute aspects of students’ skill levels defined by the Blooms taxonomy. Furthermore, using rubric systems for assessment and setting marking schemes for students’ creative works have provided students to understand the skill levels and expectations that the assessor would imply in the assessment process. Thus, the blind assessment system that has been dominated in the creative arts sector has now been dramatically changed. New ways of assessing students would enhance the current practice of teaching and also maintain the transparency and credibility in the assessment process. In doing so this paper argues that using rubric for assessing drama students would enhance the effectiveness of teaching and develop the quality of learning and assessment in higher education. |
Author Profile(s) |