What type of study is this?

This is a Cohort Study study (also classified as: Quantitative Study).

September 16, 2025The Open/Technology in Education Society and Scholarship Association Journal

Reinforcing equity and justice in learning: Using digital co-created rubrics and audio feedback as/for assessment

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Authors

NDNadia DelanoyUniversity of Calgary STShahneela Tasmin-SharmiUniversity of Calgary

Discussion

Member takes

Implication

Quantitative and qualitative analysis reveals that co-created assessment tools improve performance in bilingual students, suggesting a new approach grounded in justice theory.

Key Points

Findings indicate that using digital rubrics and audio feedback promoted learner autonomy.
Using a paired sample t-test, scores for drafts improved significantly, revealing effective assessment strategies.
Assessment practices included auditory feedback and co-created rubrics to enhance bilingual learners' skills.
The implications highlight the importance of technological involvement in improving assessment practices.

Cite This Study

Delanoy et al. (2025) studied this question.

synapsesocial.com/papers/68d4506b31b076d99fa577ed https://doi.org/10.18357/otessaj.2024.4.3.71

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Implication

Quantitative and qualitative analysis reveals that co-created assessment tools improve performance in bilingual students, suggesting a new approach grounded in justice theory.

Reinforcing equity and justice in learning: Using digital co-created rubrics and audio feedback as/for assessment

Discussion

Member takes

Implication

Key Points

Cite This Study

Reinforcing equity and justice in learning: Using digital co-created rubrics and audio feedback as/for assessment

Discussion

Member takes

Implication

Key Points

Cite This Study

Also Consider

Also Consider