The quality and effectiveness of descriptive rubrics
Bibliographic Data
| ID | 23317066 |
|---|---|
| Authors | Susan M Brookhart (0000-0002-1779-9870, Duquesne University, Pittsburgh, PA, USA, corresponding author), Fei Chen (0000-0002-4500-2590, State University of New York, University at Albany, Albany, NY, USA) |
| Year | 2015 |
| Volume | 67 |
| Issue | 3 |
| Pages | 343-368 |
| Publication date | 2015-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Review (JOURNAL) |
| Journal identifiers | ISSN: 0013-1911 • E-ISSN: 1465-3397 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00131911.2014.929565 |
| OpenAlex | W2075644669 |
| Language | EN |
| Citations received | 56 |
| References cited | 63 |
This review synthesizes the findings of studies of the use of rubrics in education settings published from 2005 to 2013. The review included studies only if the rubrics involved met the definition of having coherent sets of criteria and performance level descriptions for those criteria. Compared to the results of a previous review by Jonsson and Svingby (Educational Research Review 2(2): 130–144, 2007), the frequency, scope, and rigor of studies of rubrics have increased in recent years. Rubrics yield information of sufficient quality if certain conditions are met, most notably having clear and focused criteria. Evidence regarding the effects of rubrics on performance is positive overall. Evidence of the effects of rubrics on self-regulation of learning is mixed, though positive associations between rubric use and motivation to learn were identified in some studies.
Epistemology · Mathematics education · Peer Assessment · Quality (philosophy) · Rubric · Scope (computer science) · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Student Assessment and Feedback
Evaluating Essay Assessment
The examination of a teacher candidate assessment rubric
Video‐enhanced or textual rubrics
Fusing self-regulated learning and formative assessment
Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction
Improving assessment of procedural skills in health sciences education
Evaluating the effectiveness of ChatGPT in rubric development
Effects of peer feedback and self-assessment on writing
Description of the process of developing a rubric specific to a learning and evaluation situation in the context of modifying learning content for secondary school students with autism spectrum disorder
Description du processus d’élaboration d’une grille d’évaluation spécifique à une situation d’apprentissage et d’évaluation en contexte de modification des contenus d’apprentissage auprès d’élèves du secondaire présentant un trouble du spectre de l’autisme
Mapping ideas, mapping success
Assessor experience, not rubric type, determines grading reliability in biosciences coursework
A custom-configured large language model for Arabic academic feedback
Standards-aligned annotations reveal organizational patterns in argumentative essays at scale
Formative Assessment of Social-Emotional Skills Using Rubrics
An Insight into Teachers’ Classroom Practices
Rubric’s Development Process for Assessment of Project Management Competences
Motivation and Engagement in Co-Created Assessment
Examining Pre-Service Teachers’ Critical Thinking Competences within the Framework of Education for Sustainable Development
Relationship between Students’ Perception of a Rubric for Oral Presentations and Their Academic Characteristics
Rubrics
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The effect of peer assessment-based collaborative concept mapping on pre-service teachers’ perceptions on smart learning environments
Informal professional learning through collaborative action research
Children performance evaluation rubric in Greek dance. Reliability of scores
Rating procedures to evaluate generic critical online reasoning in an open Internet environment
Rubric formats for the formative assessment of oral presentation skills acquisition in secondary education
Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training
Rubrics and formative assessment in K-12 education
Exploring an effective automated grading model with reliability detection for large‐scale online peer assessment
University students’ strategies and criteria during self-assessment
How dominant language influences rubric reading and task performance
Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment
The development of formative assessment rubrics for enhancing students’ performance on Thai percussion instruments
Twelve tips for developing effective marking schemes for constructed-response examination questions
Preparing Teacher Candidates to Assess for Learning
Uncovering the connection
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Development and psychometric properties of rubrics for assessing social-emotional skills in youth
Effects of rubric quality on marker variation in higher education
Rubricizing the assessment practice
Rubrics in higher education
Supervisors’ untrained postgraduate rubric use for formative and summative purposes
How the order of performance levels influences rubric engagement and task performance in digital environments
Rubric co-creation to promote quality, interactivity and uptake of peer feedback
The effects of rubrics on evaluative judgement
Straddling rows and columns
Good and bad practices in rubrics
Using rubrics in student self-assessment
Excellence bias related to rating scales with summative jury assessment
Students’ use of a rubric for research theses
Democratising assessment rubrics for international students
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Toward a framework for assessing the quality of students’ social scientific reasoning
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Statistical Methods for Rates and Proportions
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The Development of Academic Self-Regulation
The Impact of Self- and Peer-Grading on Student Learning
Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1
The use of scoring rubrics for formative assessment purposes revisited
Advancing Alpha
Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers
A review of rubric use in higher education
Development of a ‘universal’ rubric for assessing undergraduates' scientific reasoning skills using scientific writing
Measurement of Instrumental and Vocal Undergraduate Performance Juries Using a Multidimensional Assessment Rubric
Targeted Assessment Rubric
Therapeutic Songwriting in Music Therapy
| Unique citing works | 56 |
|---|---|
| Citations per year | 5,6 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 53 |