Using Rubrics for Teaching and Learning offers practical, evidence-based ideas for how rubrics can serve the multifaceted needs of students. Research shows that, under the right conditions, rubrics can promote learning, scaffold effective peer and self-assessment, and even support self-regulated learning, while also expediting an informative grading process. Built on four principles of effective application, this accessible book posits that rubrics must be developmentally and pedagogically appropriate, illuminate the learning goals, enable constructive feedback, and produce fair grades. Critiques of common shortcomings in rubric design and implementation offer guidance for positive, purposeful classroom experiences. Pre- and in-service teachers who read this book will come away with skills in using rubrics to support learning.
Using Rubrics for Teaching and Learning offers ideas for how rubrics can serve students' needs. Built on four principles, this book posits that rubrics must be developmentally and pedagogically appropriate, highlight the learning goals, enable constructive feedback, and produce fair grades.
1. Introduction to Rubrics for Teaching and Learning
2. Rubrics
Illuminate the Learning Goals
3. Rubrics Must Be Developmentally and
Pedagogically Appropriate
4. Rubrics Enable Constructive Feedback
5. Rubrics
Produce Fair Scores and Grades
Heidi L. Andrade is a Professor of Educational Psychology and Methodology at the University at Albany, SUNY. Her work focuses on the relationships between learning and assessment. Her publications include an early, award-winning article on rubrics for Educational Leadership (1996), and books on classroom assessment such as the Handbook of Formative Assessment in the Disciplines (2019), Using Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (2017), and the Handbook of Formative Assessment (2010). Her current research is on the Diagnostic Assessment and Achievement of College Skills (https://my.daacs.net/), which supports newly enrolled college students.
Susan M. Brookhart is Professor Emerita in the School of Education at Duquesne University. Dr. Brookharts interests include the role of formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. Dr. Brookhart was the 20072009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education. She has received the 2014 Jason Millman Award from the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) and the 2015 Samuel J. Messick Memorial Lecture Award from Educational Testing Service.
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