Assessment rubrics: towards clearer and more replicable design, research and practice

'Rubric' is a term with a variety of meanings. As the use of rubrics has increased both in research and practice, the term has come to represent divergent practices. These range from secret scoring sheets held by teachers to holistic student-developed articulations of quality. Rubrics are...

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Bibliographic Details
Published inAssessment and evaluation in higher education Vol. 42; no. 3; pp. 347 - 360
Main Author Dawson, Phillip
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 03.04.2017
Taylor & Francis Ltd
Subjects
Articulation
assessment design
Design
Educational evaluation
Educational tests & measurements
Evaluation criteria
Evaluation Methods
Higher education
Performance indicators
replicable research
research synthesis
rubric design
Rubrics
Scoring Rubrics
Student assessment
Student Evaluation
Teachers
Terminology
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Summary:'Rubric' is a term with a variety of meanings. As the use of rubrics has increased both in research and practice, the term has come to represent divergent practices. These range from secret scoring sheets held by teachers to holistic student-developed articulations of quality. Rubrics are evaluated, mandated, embraced and resisted based on often imprecise and inconsistent understandings of the term. This paper provides a synthesis of the diversity of rubrics, and a framework for researchers and practitioners to be clearer about what they mean when they say 'rubric'. Fourteen design elements or decision points are identified that make one rubric different from another. This framework subsumes previous attempts to categorise rubrics, and should provide more precision to rubric discussions and debate, as well as supporting more replicable research and practice.
Bibliography:Refereed article. Includes bibliographical references.
ObjectType-Article-1
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content type line 14
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2015.1111294