Abstract
Rubrics have the potential to add value to the formative assessment process, but reviews in this area seldom separate formative and summative uses of rubrics and conflate findings from higher education and K-12 classrooms. If and how rubrics support formative assessment of students in K-12 classrooms is currently inconclusive. This scoping review explores the literature on the use of rubrics to support formative assessment of students in K-12 classrooms. There were 36 articles identified which fit the inclusion criteria. Results showed that when teachers use rubrics to support formative assessment of students, teacher practice and student outcomes of achievement, engagement in learning and lifelong learning skills are enhanced.
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