How are rubrics used for the assessment of Final Year Projects in Physical Education? The predominance of the marking function

Abstract

Since the implementation of the European Higher Education Area, the reliable assessment of Final Year Projects (FYP) has become a problem to be solved in many countries. This paper analyses the use of rubrics for the assessment of FYP in the Physical Education teaching degree. A case study was conducted, using in-depth interviews and a focus group, with four lecturersand eight students. The results show that the assessment rubrics of the FYPare public from the beginning of the course (transparent assessment) but that most students are not aware of them and that tutors do not usually work with them. Both are aware that they could be used with a more formative approach throughout the FYP elaboration process. The use given to rubrics is mainly for marking, on both sides. The article provides relevant information on an under-researched topic. More research seems urgent on how to encourage a formative use of rubrics during the whole process of writing FYP, which promotes self-regulation of learning, and not only the finalmark.