How to Create and Use Rubrics for Formative Assessment and Grading

By Susan M. Brookhart | Go to book overview

4
General Rubrics for Fundamental Skills

General rubrics are particularly useful for fundamental skills that develop over time. Writing and mathematics problem solving are two examples. This chapter begins by describing general rubrics for these skills. In both cases, the disciplines have agreed on the skills involved. In writing, the 6+1 Trait Writing rubrics have become widely accepted as clear statements of what good writing looks like. More recently, agreement has begun to converge in the field of mathematics on what good problem solving looks like, and although there are many math problem-solving rubrics, they tend to be more alike than different. Generally accepted criteria for mathematics problem solving have included strategic knowledge and mathematical communication since at least 1989, when the National Council of Teachers of Mathematics standards (NCTM, 1989) emphasized these skills as being on a par with mathematical knowledge.

The chapter ends by describing general rubrics for report writing and creativity that I have developed. These are important school-based skills, and I have noticed that often rubrics for these skills are wanting. For example, “creativity” rubrics are often about artistic presentation rather than true creative accomplishment. I welcome comments, suggestions, and additional examples from readers.

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