A study of co-creating rubric concept for construction drawings assessment
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The study of co-creation concepts for rubric development in construction drawing assessment is part of the research titled "Co-Creating Construction Drawing Assessment Rubric". The objectives of this article are (1) to analyze the concept of co-creation for creating rubric, (2) to synthesize a conceptual framework for co-creating rubric for assessing construction drawings, and (3) to present process for applying co-creation concepts in the development of assessment criteria for learning outcomes. The research employed a qualitative research methodology, including a systematic literature review from secondary sources. Data analysis was conducted through qualitative content analysis and conceptual synthesis. The integration of co-creation concepts can be applied in developing rubrics for construction drawing assessment. The developed framework consists of key operational steps, including defining expected learning outcomes, gathering stakeholder opinions, student assessment of sample work, brainstorming to create new rubrics, and piloting the developed rubrics. The results of this conceptual study indicate that using co-creation concepts in developing rubrics for construction drawing assessment can enhance learning outcomes in (1) cognitive knowledge levels, (2) attitudinal levels, and (3) academic achievement, which can be used as dependent variables in future research.
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References
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