Manipal Journal of Science and Technology


COVID-19 has forced educators across the world to switch to e-learning. However, online assessment platforms are not widely employed, and traditional assessment methods persist. There is a lack of appropriate feedback provided to students and negligible scope for students’ self-assessment of their learning. This can be rectified by employing e-rubrics for assessment by examiners as well as by students for self-assessment of their performance. We propose a case study investigating the effectiveness of a well-structured analytical rubric for assessment by examiners, as well as by students for self-assessment.

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