Reinforcing equity and justice in learning: Using digital co-created rubrics and audio feedback as/for assessment

The paper explores a study of a foreign learning experience during the pandemic that was unique due to the co-creative engagement with students. This study examines the effects of using technologically novel feedback strategies and assessment practices to analyze student performance within the frame of the justice theory. Using targeted blended means of assessment to provide leveled methods included auditory and co-created rubric conversations to support bilingual learners in a diverse environment. Qualitatively, using a questionnaire to collect student feedback on co-created decoding of rubrics with thematic analysis and quantitatively using a paired sample t-test by comparing scores for the first and final draft provided fulsome results. Findings indicate how these uses of technology can promote learner autonomy by allowing students to take agency of their own learning and increase students’ performance. The findings reflect the need for using technological avenues to assist bilingual learners in the development of their language skills through extended feedback.