How to Create and Use Rubrics for Formative Assessment and Grading

By Susan M. Brookhart | Go to book overview

Preface

The purpose of this book, as the title suggests, is to help you use rubrics in the classroom. To do that, two criteria must be met. First, the rubrics themselves must be well designed. Second, the rubrics should be used for learning as well as for grading.

Many of you are already familiar with rubrics, and you will read this book through the lens of what you already know. For some, the book will be an affirmation of your current understanding of rubrics and provide (I hope) some additional suggestions and examples. But for others, the book may challenge your currently held views and practices regarding rubrics and call for some change.

So I wrote this book with some apprehension. It’s always a challenge to “come in in the middle” of something. Teachers do that all the time, however. I ask all of you to keep an open mind and to constantly ask yourself, “What do I think about this?” To that end, I have included self-reflection questions along the way. I encourage you to think about them, perhaps keeping a journal of these reflections so you can review and consolidate your own learning at the end.

In some ways, this book is two books in one, and for that reason it is divided into Part I and Part II. Part I is about rubrics themselves: what they are, how to write them, and some examples of different kinds of rubrics. Part II is about how to use rubrics in your teaching.

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