Go/No Go Criteria in Formative E-Rubrics

Abstract

Learning processes rely on the progressive assimilation and objective assessment of concepts. In this regard, learning rubrics are commonplace. However, the design of these rubrics has focused mainly on scoring (summative rubrics), whereas formative rubrics have received significantly less attention. Electronic formats (e-rubrics) enable dynamic and interactive functionalities that facilitate the adaptable and adaptive delivery of content. In this paper, we examine three characteristics to make formative rubrics more adaptable and adaptive: criteria dichotomization, weighted evaluation criteria, and go/no-go criteria. A new approach to the design of formative rubrics is introduced, where dichotomization and weighted criteria are combined with the use of go/no-go criteria. The approach is discussed as a method to better guide the learner while adjusting to the student’s assimilation pace. Two types of go/no-go criteria (hard and soft) are studied and experimentally validated in a Computer-Aided Design assessment context.