Evaluation

Process: Why use rubrics?

When we consider how well a learner performed a speaking or writing task, we do not think of the performance as being right or wrong. Instead, we place the performance along a continuum from exceptional to not up to expectations. Rubrics help us to set anchor points along a quality continuum so that we can set reasonable and appropriate expectations for learners and consistently judge how well they have met them.

• Well-designed rubrics increase an assessment's construct and content validity by aligning evaluation criteria to standards, curriculum, instruction, and assessment tasks.
  
• Well-designed rubrics increase an assessment's reliability by setting criteria that raters can apply consistently and objectively.
  
• Evaluating student work by established criteria reduces bias.
  
• Identifying the most salient criteria for evaluating a performance and writing descriptions of excellent performance can help teachers clarify goals and improve their teaching.
  
• Rubrics help learners set goals and assume responsibility for their learning—they know what comprises an optimal performance and can strive to achieve it.
  
• Rubrics used for self- and peer-assessment help learners develop their ability to judge quality in their own and others' work.
  
• Rubrics answer the question "Why did I/my child get a B on this project?"
  
• Learners receive specific feedback about their areas of strength and weakness and about how to improve their performance.
  
• Learners can use rubrics to assess their own effort and performance, and make adjustments to work before submitting it for a grade.
  
• Rubrics allow learners, teachers, and other stakeholders to monitor progress over a period of instruction.
  
• Time spent evaluating performance and providing feedback can be reduced.
  
• When students participate in designing rubrics, they are empowered to become self-directed learners.
  
• Rubrics help teachers move away from subjective grading by allowing them and others, including students themselves, to assess work based on consistent, often agreed upon, and objective criteria.
  

(Fiderer, 1999; Goodrich Andrade, 1997; SRI International-Center for Technology in Learning, 1997-2002; Eighmey's Think Tank; Kasman Valenza, 2000; TeacherVision.com, 2000-2002; Tedick, 2002)