Enhancing Objective and Holistic Assessment in Dual Higher Education: A Multidimensional Rubric Approach

Abstract

Assessing student development in dual higher education faces challenges due to inconsistent evaluation practices and overly subjective appraisals. This study proposes a multidimensional rubric designed to standardise assessments while integrating diverse perspectives (student self-evaluation, co-assessment between academic and company tutors, and structured feedback) to ensure holistic and evidence-based evaluations. Initial validation shows improved grading consistency, stronger tutor collaboration, and enhanced student accountability.