Rubrics: Pedagogical and Practical Help
- Creates a common framework and language for assessment
- Complex products or behaviours can be examined efficiently
- Well-trained reviewers apply the same criteria and standards
- Criterion-referenced, rather than norm-referenced. (Raters ask, “Did the student meet the criteria for level 5 of the rubric?” rather than “How well did this student do compared to other students?”)
- Using rubrics can lead to substantive conversations
- Promotes shared expectations and grading practices
- Feedback to students (looking back at what can be improved)
- Feedforward to students (clarifying disciplinary and professions’ standards/expectations; focusing learning effort)
Example Rubric.
Dawson, Phillip. (2017) Assessment rubrics: towards clearer and more replicable design, research and practice, Assessment & Evaluation in Higher Education, 42:3, 347-360, DOI: 10.1080/02602938.2015.1111294