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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) |
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