Rubrics: Design and Use in Science Teacher Education

University of Arizona
Journal of Science Teacher Education 04/1999; 10(2):107-121. DOI: 10.1023/A:1009471931127
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Available from: Julie Luft, Apr 16, 2014
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    • "El uso de la rúbrica permite que el estudiante adquiera conciencia del nivel de desempeño alcanzado, incluso antes de hacer entrega de los resultados de la actividad [13]. Si, además, el alumnado participa en el proceso de desarrollo de la rúbrica se estimula la capacidad de ser consciente de su propio proceso de aprendizaje [15], contribuyendo al desarrollo de una mayor autonomía y autorregulación [16], [17]. Muchos trabajos de investigación educativa han tratado la validez de este recurso [9], [11] sin embargo el uso de la rúbrica no es bien aceptado por parte del profesorado universitario, para quienes supone un trabajo excesivo que conduce a una calificaciones del alumno similares a las obtenidas por otros sistemas de evaluación [17]-[19]. "
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    ABSTRACT: The present work reports an experiment in the application of rubrics, as an assessment tool, in different degree courses in the fields of engineering and architecture. The study involved 5 subjects, 7 teachers and a total of 170 students. We analyze the scores obtained by the students and the degree of satisfaction of both the students and the teachers, based on questionnaires developed specifically for this purpose.
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    • "Those who offer recommendations about how to build rubrics often approach the task from the perspective of describing the essential features of rubrics (Huba and Freed, 2000; Arter and McTighe, 2001), or by outlining a discrete series of steps to follow one by one (Moskal, 2000; Mettler, 2002; Bresciani et al., 2004; MacKenzie, 2004). Regardless of the recommended approach, there is general agreement that a rubric designer must approach the task with a clear idea of the desired student learning outcomes (Luft, 1999) and, perhaps more importantly, with a clear picture of what meeting each outcome " looks like " (Luft, 1999; Bresciani et al., 2004). If this picture remains fuzzy, perhaps the outcome is not observable or measurable and thus not " rubric-worthy. "

    CBE life sciences education 02/2006; 5(3):197-203. DOI:10.1187/cbe.06-06-0168 · 1.89 Impact Factor
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    • "Performance rubrics are convenient, readily available tools for characterizing student learning (Arter & McTighe, 2001; Luft, 1999; Shafer, Swanson, Bené, & Newberry, 2001). Rubrics can be defined as systems for rating the quality of a particular assessment performance. "
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    ABSTRACT: The centrality of assessment for facilitating thinking, reasoning, and problem solving is well-documented and indisputable. Less apparent is how to create informative, yet practical measures for classroom use. Clearly, the changing of assessments alone will not in and of itself improve learning; teachers' beliefs and practices will need to be altered with various levels of support. The design of assessment situations can nevertheless have a substantial impact on the quality of information provided to teachers and students for instructional decision-making and meaningful learning. This report considers principles of informative assessments that improve teaching and learning by communicating learning goals, interpreting student performance, tracking progress over time, and suggesting appropriate corrective actions. The report describes several properties of assessment design that enable teachers and students to describe progress in terms of cognitive features of performance, and then act on that information to improve learning. Classroom assessment programs are reviewed across subject matters and grade levels in order to suggest essential design elements for tasks, score forms, and interpretive materials that maximize the information provided by assessment of performance and competence. These principles are not intended to be comprehensive, but are meant to highlight some promising areas for informative assessment research.
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