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ERIC Number: ED446100
Record Type: RIE
Publication Date: 2000-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Rubrics, Scoring Guides, and Performance Criteria: Classroom Tools for Assessing and Improving Student Learning.
Arter, Judith
Rubrics, scoring guides, and performance criteria help define important outcomes for students. Well crafted rubrics help teachers define learning targets so that they can plan instruction more effectively, be more consistent in scoring student work, and be more systematic in reporting student progress. Rubrics can generally be divided into holistic or analytical trait rubrics, and task-specific or general rubrics. A third dimension that distinguishes rubrics is the number of score points. Rubrics must be of high quality in order to have positive effects in the classroom. A metarubric, a rubric for rubrics, has four traits: content, clarity, practicality, and technical soundness. Attachments discuss building a performance rubric and contain a discussion of the metarubric. A final attachment (figure 5) presents seven strategies for using criteria as a teaching tool. (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Based on the book "Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance" by Judith Arter and Jay McTighe, Corwin Press, in press.