P Griffin, M Francis
Assessment for Teaching | Cambridge University Press | Published : 2018
Usually rubrics are represented as a form of a rating scale, which often fails to help teachers improve student performance or product. This chapter presents a new approach to writing rubrics that fits within the developmental assessment framework described in Chapter 3. We will explore why some forms of rubrics fail to help teachers and we will examine an approach to the evaluation of rubrics. Several case students and examples are presented as a rationale for writing rubrics. The focus of the approach is on how rubrics and judgement-based assessment can help teachers to improve student performance.