A review of rubric use in higher education
Abstract
This paper critically reviews the empirical research on the use of rubrics at the post‐secondary level, identifies gaps in the literature and proposes areas in need of research. Studies of rubrics in higher education have been undertaken in a wide range of disciplines and for multiple purposes, including increasing student achievement, improving instruction and evaluating programmes. While, student perceptions of rubrics are generally positive and some authors report positive responses to rubric use by instructors, others noted a tendency for instructors to resist using them. Two studies suggested that rubric use was associated with improved academic performance, while one did not. The potential of rubrics to identify the need for improvements in courses and programmes has been demonstrated. Studies of the validity of rubrics have shown that clarity and appropriateness of language is a central concern. Studies of rater reliability tend to show that rubrics can lead to a relatively common interpretation of student performance. Suggestions for future research include the use of more rigorous research methods, more attention to validity and reliability, a closer focus on learning and research on rubric use in diverse educational contexts.
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Sharing rubrics with students can enhance learning by allowing for feedback and self-assessment.
“Sharing the rubrics with students can have the added benefit of enhancing learning by allowing for feedback and self-assessment (Jonsson and Svingby, 2007; Reddy and Andrade, 2010).”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Reddy and Andrade, 2010
Designing and using rubrics to grade assignments or tests can reduce inconsistencies and make grading written work more objective.
“Designing and using rubrics to grade assignments or tests can reduce inconsistencies and make grading written work more objective.”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Reddy and Andrade, 2010
Sharing grading rubrics with students can support them in identifying where their thinking has gone wrong and promote learning (Jonsson and Svingby, 2007; Reddy and Andrade, 2010).
“Perhaps most importantly, sharing grading rubrics with students can support them in identifying where their thinking has gone wrong and promote learning (Jonsson and Svingby, 2007; Reddy and Andrade, 2010).”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Reddy and Andrade, 2010
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Sutter, T. S., Bozkır, A. S., Gehring, B., & Berlich, P. (2022) · IEEE Access · doi:10.1109/access.2022.3207272 · Cited by 43 · see citing works
García-Ros, R. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v9i25.1468 · Cited by 37 · see citing works
Assessment and Feedback in Higher Education: A Review of Literature for the Higher Education Academy
Jackel, B., Pearce, J., Radloff, A., & Edwards, D. (2017) · ACEReSearch Repository (Australian Council for Educational Research) · Cited by 37 · see citing works
Hendry, G. D., & Anderson, J. (2013) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2012.703998 · Cited by 36 · see citing works
Lázaro-Carrascosa, C., Losada, I. H., Alonso, D. P., & Velázquez‐Iturbide, J. Á. (2021) · Education in the Knowledge Society (EKS) · doi:10.14201/eks.23617 · Cited by 36 · see citing works
Is group work beneficial for producing creative designs in STEM design education?
Han, J., Park, D., Hua, M., & Childs, P. (2021) · International Journal of Technology and Design Education · doi:10.1007/s10798-021-09709-y · Cited by 36 · see citing works
eRubrics in cooperative assessment of learning at university
de la Serna, M. C., Angulo, J. S., & Torres, M. Z. R. (2014) · Comunicar · doi:10.3916/c43-2014-15 · Cited by 36 · see citing works
Stanford, C., Cole, R. S., Froyd, J. E., Friedrichsen, D., Khatri, R., & Henderson, C. (2015) · International Journal of STEM Education · doi:10.1186/s40594-016-0034-3 · Cited by 36 · see citing works
Berrocoso, J. V., & Gómez, A. C. (2014) · REDU Revista de Docencia Universitaria · doi:10.4995/redu.2014.6415 · Cited by 43 · see citing works
Varela, J. L. M., & Giralt, E. G. (2015) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2014.998169 · Cited by 35 · see citing works
Ortíz, A. M. B., Uribe, Á. C., & Camacho, L. R. (2021) · Folios · doi:10.17227/folios.55-14163 · Cited by 41 · see citing works
McKevitt, C. (2016) · Journal of University Teaching and Learning Practice · doi:10.53761/1.13.1.2 · Cited by 34 · see citing works
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English, N., Robertson, P., Gillis, S., & Graham, L. E. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.101964 · Cited by 49 · see citing works
Instructional Design Collaboration: A Professional Learning and Growth Experience
Brown, B., Eaton, S. E., Jacobsen, M., Roy, S., & Friesen, S. (2013) · doi:10.11575/prism/34910 · Cited by 31 · see citing works
- Authors
- Reddy, Y. M., & Andrade, H.
- Affiliations
- ICFAI Business School (IN)
- University at Albany, State University of New York (US)
- Corresponding author
- Reddy, Y. Malini
- ORCID
- Andrade, Heidi
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2009-08-07
- Volume
- 35
- Issue
- 4
- Pages
- 435-448
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2025828126
- Cited by
- 917
- References
- 36
- Citations by year
- 2026: 53 · 2025: 56 · 2024: 81 · 2023: 67 · 2022: 77 · 2021: 82 · 2020: 90 · 2019: 87 · 2018: 77 · 2017: 55 · 2016: 43 · 2015: 45 · 2014: 45 · 2013: 26 · 2012: 20
- FWCI
- 46.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Funders
- University at Albany
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Educational Assessment and Pedagogy
- Keywords
- rubrics, higher education assessment, academic performance, rater reliability, rubric validity, student perceptions, program evaluation, course improvement
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