Assessment rubrics: towards clearer and more replicable design, research and practice.

Autor/in	Dawson, Phillip
Titel	Assessment rubrics: towards clearer and more replicable design, research and practice.
Quelle	In: Assessment and evaluation in higher education, (2017) 3, S.347-360Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1111294
Schlagwörter	Rubrics; Research synthesis; Replicable research; Assessment design; Rubric design; Educational evaluation; Educational tests & measurements; Research
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.
Erfasst von	OLC
Update	2022/1/02