Effects of Teacher Knowledge of Rubrics on Student Achievement in Four Content Areas

Abstract

The effects of teacher knowledge of rubrics on achievement of high school students were studied. Pairs of teachers were selected from system nominations based on course (algebra, biology, English, and government) and ability level of students taught. One member of each pair was randomly assigned to receive rubric training and the other did not. After a period of instruction, all teachers administered subject matter tests that contained both selected response and constructed-response (CR) items. Results favored the achievement of students whose teachers had received rubric training in 3 of the 8 (2 item types in each of 4 content areas) comparisons; the other 5 comparisons were not significant. The significant results were in algebra for both item types and in biology for CR items.