PERTANIKA PROCEEDINGS

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• Anandi, R. P., & Zailaini, M. A. (2019). Using Rasch Model to assess self-assessment speaking skill rubric for non-native Arabic language speakers. Pertanika Journal of Social Sciences & Humanities, 27(3), 1469-1480.
  
  Andrade, H. L., & Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research & Evaluation, 10(1) Article 3. https://doi.org/10.7275/g367-ye94
  
  Bearman, M., & Ajjawi, R. (2021). Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria. Studies in Higher Education, 46(2), 359-368. https://doi.org/10.1080/03075079.2019.1637842
  
  Bennett, C. (2016). Assessment rubrics: Thinking inside the boxes. Learning and Teaching, 9(1), 50-72. https://doi.org/10.3167/latiss.2016.090104
  
  Brinkmann, S. (2014). Unstructured and semi-structured interviewing. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (pp. 277-299). https://doi.org/10.1093/oxfordhb/9780199811755.013.030
  
  Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
  
  Brookhart, S. M. (2018). Appropriate criteria: Key to effective rubrics. Frontiers in Education, 3, Article 22. https://doi.org/10.3389/feduc.2018.00022
  
  Bukhari, N., Jamal, J., Ismail, A., & Shamsuddin, J. (2021). Assessment rubric for research report writing: A tool for supervision. Malaysian Journal of Learning and Instruction, 18(2), 1-43. https://doi.org/10.32890/mjli2021.18.2.1
  
  Chowdhury, F. (2019). Application of rubrics in the classroom: A vital tool for improvement in assessment, feedback and learning. International education studies, 12(1), 61-68. https://doi.org/10.5539/ies.v12n1p61
  
  Cockett, A., & Jackson, C. (2018). The use of assessment rubrics to enhance feedback in higher education: An integrative literature review. Nurse Education Today, 69, 8-13. https://doi.org/10.1016/j.nedt.2018.06.022
  
  Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publication.
  
  Darus, S., Stapa, S. H., & Hussin, S. (2003). Experimenting a computer-based essay marking system at Universiti Kebangsaan Malaysia. Jurnal Teknologi, 39(1), 1-18. https://doi.org/10.11113/jt.v39.472
  
  Engeström, Y. (1993). Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 64-103). Cambridge University Press. https://doi.org/10.1017/CBO9780511625510.004
  
  Engeström, Y. (1999). Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 377-406). Cambridge University Press.
  
  Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation, 53, 69-76. https://doi.org/10.1016/j.stueduc.2017.03.003
  
  Francis, J. J., Johnston, M., Robertson, C., Glidewell, L., Entwistle, V., Eccles, M. P., & Grimshaw, J. M. (2010). What is an adequate sample size? Operationalising data saturation for theory-based interview studies. Psychology and Health, 25(10), 1229-1245. https://doi.org/10.1080/08870440903194015
  
  Hamilton, H., Gurak, E., Findlater, L., & Olive, W. (2000). The confusion matrix. https://www2.cs.uregina.ca/~hamilton/courses/831/notes/confusion_matrix/confusion_matrix.html
  
  Holmstedt, P., Jönsson, A., & Aspelin, J. (2018). Learning to see new things: Using criteria to support pre-service teachers’ discernment in the context of teachers’ relational work. Frontiers in Education, 3, Article 54. https://doi.org/10.3389/feduc.2018.00054
  
  Jonsson, A. (2014). Rubrics as a way of providing transparency in assessment. Assessment & Evaluation in Higher Education, 39(7), 840-852. https://doi.org/10.1080/02602938.2013.875117
  
  Kite, J., & Phongsavan, P. (2017). Evaluating standards-based assessment rubrics in a postgraduate public health subject. Assessment & Evaluation in Higher Education, 42(6), 837-849. https://doi.org/10.1080/02602938.2016.1199773
  
  Krueger, R. A. (2014). Focus groups: A practical guide for applied research. Sage publications.
  
  Marques, J. F., & McCall, C. (2005). The application of interrater reliability as a solidification instrument in a phenomenological study. The Qualitative Report, 10(3), 439-462.
  
  Matshedisho, K. R. (2020). Straddling rows and columns: Students’ (mis)conceptions of an assessment rubric. Assessment & Evaluation in Higher Education, 45(2), 169-179. https://doi.org/10.1080/02602938.2019.1616671
  
  Ministry of Higher Education Malaysia. (2021). Alternative Assessment in Higher Education: A Practical Guide to Assessing Learning. Department of Higher Education Malaysia. https://utmcdex.utm.my/wp-content/uploads/2024/09/EBOOK-Alternative-Assessment-in-Higher-Education-2022.pdf
  
  Mok, J. C. H., & Toh, A. A. L. (2015). Improving the ability of qualitative assessments to discriminate student achievement levels. Journal of International Education in Business, 8(1), 49-58. https://doi.org/10.1108/JIEB-12-2013-0048
  
  Noh, N. M., Zain, M. R. M., Hamid, Y. S., Bakar, I. A. A., & Mohamad, M. (2021). Analytic rubric in evaluating the continuous assessment in projects of civil engineering undergraduate students in dynamics subject. Asian Journal of University Education, 17(4), 352-366. https://doi.org/10.24191/ajue.v17i4.16221
  
  Oakleaf, M. (2009). Using rubrics to assess information literacy: An examination of methodology and interrater reliability. Journal of the American Society for Information Science and Technology, 60(5), 969-983. https://doi.org/10.1002/asi.21030
  
  Panadero, E., & Jonsson, A. (2020). A critical review of the arguments against the use of rubrics. Educational Research Review, 30, Article 100329. https://doi.org/10.1016/j.edurev.2020.100329
  
  Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice, 21(2), 133-148. https://doi.org/10.1080/0969594X.2013.877872
  
  Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage Publications.
  
  Pérez-Guillén, S., Carrasco-Uribarren, A., Celis, C. L., González-Rueda, V., Rodríguez-Rubio, P. R., & Cabanillas-Barea, S. (2022). Students’ perceptions, engagement and satisfaction with the use of an e-rubric for the assessment of manual skills in physiotherapy. BMC Medical Education, 22, Article 623. https://doi.org/10.1186/s12909-022-03651-w
  
  Popham, W. J. (1997). What’s wrong--and what’s right--with rubrics. Educational leadership, 55(2), 72-75.
  
  Postmes, L., Bouwmeester, R., de Kleijn, R., & van der Schaaf, M. (2023). Supervisors’ untrained postgraduate rubric use for formative and summative purposes. Assessment & Evaluation in Higher Education, 48(1), 41-55. https://doi.org/10.1080/02602938.2021.2021390
  
  Sadler, D. R. (2014). The futility of attempting to codify academic achievement standards. Higher Education, 67(3), 273-288. https://doi.org/10.1007/s10734-013-9649-1
  
  Saeed, K. M., Ismail, S. A. M. M., & Eng, L. S. (2019). Malaysian speaking proficiency assessment effectiveness for undergraduates suffering from minimal descriptors. International Journal of Instruction, 12(1), 1059-1076. https://doi.org/10.29333/iji.2019.12168a
  
  Shadle, S. E., Brown, E. C., Towns, M. H., & Warner, D. L. (2012). A rubric for assessing students’ experimental problem-solving ability. Journal of Chemical Education, 89(3), 319-325. https://doi.org/10.1021/ed2000704
  
  Sitorus, M. L. (2020). Non-native English teachers interpretation of rubrics used for assessing students’ writing. Proceedings of the International Conference on Future of Education, 3(2), 16-25. https://doi.org/10.17501/26307413.2020.3202
  
  Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. In C. Willig & W. Stainton-Rogers (Eds.), The Sage handbook of qualitative research in psychology (2nd ed., pp. 17-37). Sage.
  
  Venning, J., & Buisman-Pijlman, F. (2013). Integrating assessment matrices in feedback loops to promote research skill development in postgraduate research projects. Assessment & Evaluation in Higher Education, 38(5), 567-579. https://doi.org/10.1080/02602938.2012.661842
  
  Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Harvard University Press.