How to Create and Use Rubrics for Formative Assessment and Grading

By Susan M. Brookhart | Go to book overview

Afterword

Rubrics are very common but, in my experience, are often poorly handled. It is common to find trivial or list-based criteria (for example, “paragraph has four adjectives”). It is also common to find rubrics used like any other point-based grading scheme, without taking advantage of the formative and student-centered assessment opportunities they afford. And it’s very common for grading practices to combine rubrics with test scores and other grades in such a way as to misrepresent student achievement in the final grade. One immediate benefit of this book is that it provides a resource that addresses these common problems.


What is your current view of rubrics? Compare
this reflection with the reflection you made at the
beginning of this book.

I believe, however, that this book will be more than an antidote to problems associated with rubrics. With clear explanations and a range of examples, and with the inclusion of instructional strategies to use with rubrics, I hope this book inspires teachers to more effective use of rubric-based assessment and instruction and, in particular, to more involvement of students in their own assessment and learning. Therefore, I hope the book supports teachers and advances student learning. I also

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