Why not rubrics in doctoral education?

Abstract

Research on assessment in the field of doctoral education remains an underexplored domain, particularly concerning the preconfirmation or probationary stage of candidature, when attrition is at its highest. We propose that the use of rubrics in this preconfirmation stage has the potential to improve feedback literacy and overall progression to completion. While rubrics have been commonplace in undergraduate education for over two decades, their application in doctoral education remains rare. While it has been argued that the variability in doctoral assessment may not align with rubrics, customizing discipline-specific rubrics could provide clarity for students and supervisors, helping them better understand the expectations and standards. A review of existing studies on the use of rubrics in doctoral education highlights the need for further research in this area. We conclude by raising the overarching research question of whether rubrics have a place in doctoral education at the preconfirmation or probationary stage of candidature.