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Assessment rubrics: towards clearer and more replicable design, research and practice

Dawson, Phillip 2015, Assessment rubrics: towards clearer and more replicable design, research and practice, Assessment and evaluation in higher education, vol. In Press, doi: 10.1080/02602938.2015.1111294.

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Title Assessment rubrics: towards clearer and more replicable design, research and practice
Author(s) Dawson, Phillip
Journal name Assessment and evaluation in higher education
Volume number In Press
Publisher Routledge
Publication date 2015
ISSN 0260-2938
1469-297X
Keyword(s) rubrics
rubric design
assessment design
research synthesis
replicable research
Summary ‘Rubric’ is a term with a variety of meanings. As the use of rubrics has increased both in research and practice, the term has come to represent divergent practices. These range from secret scoring sheets held by teachers to holistic student-developed articulations of quality. Rubrics are evaluated, mandated, embraced and resisted based on often imprecise and inconsistent understandings of the term. This paper provides a synthesis of the diversity of rubrics, and a framework for researchers and practitioners to be clearer about what they mean when they say ‘rubric’. Fourteen design elements or decision points are identified that make one rubric different from another. This framework subsumes previous attempts to categorise rubrics, and should provide more precision to rubric discussions and debate, as well as supporting more replicable research and practice.
Language eng
DOI 10.1080/02602938.2015.1111294
Field of Research 130103 Higher Education
130202 Curriculum and Pedagogy Theory and Development
1303 Specialist Studies In Education
1505 Marketing
1701 Psychology
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080337

Document type: Journal Article
Collection: Centre for Research in Digital Learning
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