Rubrics+Linking+Standards+and+Formative+Assessment

// Robbert Smit // // Thursday, 30 August // // Verslag door: Caspar Groeneveld // Mr. Smit focuses on secondary school, where his study had teachers formulate rubrics, use them on students, and then looked into effectiveness of these rubrics on learning.
 * Rubrics as a Link between Standards and Formative Assessment **
 * Korte Samenvatting **

Feedback based on rubrics was delivered verbally in a class room setting or in one on one settings. Students reported that they had more awareness of how they could improve. The rubric developed was a ‘simple’ rubric, having only four criteria. However, within each criteria there were four levels, leading to 16 cells even in this simple rubric. Still, the cells (levels) and criteria were self-evident.
 * Inzichten **

Furthermore, rubrics seem more logical when a programme has defined clear outcomes on what is expected of students and when a curriculum is built logically and vertically.

A threat of rubrics is that students who may be creative, intelligent and not incorrect in their answer, might still get worse grades since their answers do not fit in the rubrics.