Using rubrics in basic education: A review and recommendations

Authors

DOI:

https://doi.org/10.18222/eae.v35.10803

Keywords:

Rubrics, Assessment, Academic Success, Motivation for Learning

Abstract

This narrative review of 17 studies of the use of rubrics and other criteria-referenced tools in basic education had two purposes. The first was to review studies of only the K-12 level, because previous reviews were heavily weighted toward studies conducted in higher education. The second was to use these studies as the basis for recommendations that may be useful to classroom teachers and to the teacher education faculty and school administrators who work with them. Three recommendations for using rubrics with K-12 students resulted from the present review: (1) ensure that rubrics are of high quality; (2) plan activities that  actively engage students with the rubrics; (3) use rubrics to connect formative assessment with grading.

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Author Biography

Susan M. Brookhart, Duquesne University, Pittsburgh-PA, United States of America

Susan M. Brookhart is Professor Emerita in the School of Education at Duquesne University and an independent educational consultant and author based in Los Angeles, CA. Dr. Brookhart’s research interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. Dr. Brookhart also works with schools, districts, regional educational service units, universities, and states doing professional development.

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Published

2024-04-05

How to Cite

Brookhart, S. M. (2024). Using rubrics in basic education: A review and recommendations. Estudos Em Avaliação Educacional, 35, e10803. https://doi.org/10.18222/eae.v35.10803

Issue

Vol. 35 (2024)

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Articles

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