Abstract
<span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">Despite their numerous advantages, Rubrics have come under some criticism recently, some of it is reasonable, but much of it is not (Spandel, 2006). This article will spot the light on the rubrics as a formative assessment tool, starting with its definition, its benefits, and finally a debate between its supporters and opponents. In education, we need an ongoing conversation about assessment tools not just in our professional community, but in our classrooms, with students; that key piece of dialogue is all too often overlooked by all of those who extol the rubric’s usefulness or who prophesy the doom it may bring (Gilmore ,2007) </span>
Highlights
Assessment culture is recently moving away from traditional assessment, which focuses on testing of knowledge, to a new assessment culture that focuses on assessing complex thinking, information processing, and effective communication (Nitko & Brookhart, 2011)
The term rubric has been used in English since the 1400s, the English dictionary defined rubric as a heading of different sections of a book, (Cooper & Gragan, 2009)
The results indicate that rubrics are helpful in assisting student understand course-specific learning outcomes
Summary
Assessment culture is recently moving away from traditional assessment, which focuses on testing of knowledge, to a new assessment culture that focuses on assessing complex thinking, information processing, and effective communication (Nitko & Brookhart, 2011). Rubrics fulfil the requirements mentioned by Shepard (2001) First, rubrics are used to assess significant assignments, which are designed to measure types of higher order learning, such as complex thinking, information processing, and effective communication (Marzano et al, 1993). Students use rubrics in conjugation with self and peer assessment in an ongoing reflection and evaluation process of their performance (Andrade, 2000; 2005; Andrade & Wang, 2008; Cooper & Gargan, 2009; Andrade, 1996). By this way, students become “thoughtful judges” (Andrade, 1996: 15)
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call