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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| Published in | Assessment and evaluation in higher education Vol. 42; no. 3; pp. 347 - 360 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Abingdon
Routledge
03.04.2017
Taylor & Francis Ltd |
| Subjects | |
| Online Access | Get full text |
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| Abstract | '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. |
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| AbstractList | '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. '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. [Author abstract] |
| Author | Dawson, Phillip |
| AuthorAffiliation | Deakin University. Centre for Research in Assessment and Digital Learning |
| AuthorAffiliation_xml | – name: Deakin University. Centre for Research in Assessment and Digital Learning |
| Author_xml | – sequence: 1 givenname: Phillip surname: Dawson fullname: Dawson, Phillip email: p.dawson@deakin.ed.au organization: Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University |
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| SubjectTerms | 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 |
| Title | Assessment rubrics: towards clearer and more replicable design, research and practice |
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