What is next for rubrics? A reflection on where we are and where to go from here

Heidi L. Andrade

doi:10.4018/978-1-6684-6086-3.ch017

What is next for rubrics? A reflection on where we are and where to go from here

Heidi L. Andrade

Educational & Counseling Psychology

University at Albany

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

10 Scopus citations

Abstract

Rubrics have become ubiquitous in compulsory education and common in higher education. As with any educational innovation, it is time to reflect on the current state of rubrics and how to move ahead. This chapter identifies common conceptions of the rubric that are problematic and proposes redefining the word rubric in terms of learning goals to better align with classroom assessment uses. Feasible suggestions for ensuring the quality of rubrics and avoiding unintended negative consequences for students are also discussed.

Original language	English
Title of host publication	Improving Learning Through Assessment Rubrics
Subtitle of host publication	Student Awareness of What and How They Learn
Publisher	IGI Global
Pages	314-326
Number of pages	13
ISBN (Electronic)	9781668460870
ISBN (Print)	9781668460900
DOIs	https://doi.org/10.4018/978-1-6684-6086-3.ch017
State	Published - Aug 14 2023

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10.4018/978-1-6684-6086-3.ch017

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What is next for rubrics? A reflection on where we are and where to go from here

Abstract

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