Increasing Student Engagement with Instructor Feedback using Criteria-Based Rubrics as a tool for Self-Assessment

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Alex Wayne Chambers
Elizabeth A. Harkins Monaco


Abstract: Students need to actively engage with instructor feedback to improve their work, but many struggle incorporating feedback to improve their skills. This paper describes a strategy for using criteria-based rubrics as self-assessment tools to increase student engagement with instructor feedback. Initially, the instructor creates a criteria-based rubric aligned with the objectives of an assignment. Students then use this rubric to self-assess their work. This is followed by the instructor evaluating the student self-assessment to provide feedback. The student then has an opportunity to apply this feedback to their work prior to submission, as well as reflect on the quality of their work. Additional application of this strategy to the process of peer-review is also discussed.


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Chambers, A. W., & Harkins Monaco, E. (2023). Increasing Student Engagement with Instructor Feedback using Criteria-Based Rubrics as a tool for Self-Assessment. Journal of the Scholarship of Teaching and Learning, 23(2).
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Author Biography

Elizabeth A. Harkins Monaco, William Paterson University

Elizabeth A. Harkins (Monaco), Ed.D., is an Assistant Professor in the Department of Special Education, Professional Counseling, and Disability Studies at William Paterson University.  She is currently the program director of the autism and developmental disabilities advanced master’s program. She is a former special education administrator, classroom teacher, and family advocate who has served students with disabilities, in a variety of settings. Dr. Harkins’ scholarly interests focus on the critical importance of social justice pedagogy alongside educational excellence for all students, specifically the coexisting experiences of multiple, overlapping social identities for students with disabilities and the teaching strategies and learning opportunities that incorporate these social constructs. Publications include manuscripts that examine the impacts of social and emotional health; comprehensive sexuality education; gender, race, and sexuality injustices for individuals with disabilities; disability studies in education and intersectional pedagogy.  


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