Journal of Writing Assessment

This study examines how completion rubrics impact student learning and agency in online asynchronous courses. The study was conducted during the Fall 2021 term in three 7.5-week courses: two sections of ENGL101 and one section of ENGL300. The analysis focuses on student survey responses. We found that student responses focused on defining labor, coming to terms with invisible labor, how they experienced this new assessment system, their perceptions about the connection between assessment and learning, and finally four distinct time-related themes. First, time emerged as a theme while students defined labor. Second, it appeared repeatedly as students discussed invisible labor and grading not accounting for time a task might take. Third, students distinguished between how previous experience and skills impact an individual’s time on task. Finally, students associated saving time with gaining agency and being able to prioritize other areas outside of the class. Completion rubrics empowered students to make well-informed choices about where they spend their time, allowing them to prioritize their learning needs. However, designing equitable assessment systems requires considering classroom context as each context presents unique challenges and opportunities. This study offers valuable insights for designing more inclusive online course curricula and assessments that acknowledge and account for students’ time.