Cited by 917Student Assessment and FeedbackEvaluation of Teaching PracticesEducational Assessment and Pedagogy

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A review of rubric use in higher education

Reddy, Y. Malini, Andrade, Heidi·2010·Assessment & Evaluation in Higher Education

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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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The use of scoring rubrics: Reliability, validity and educational consequences
Jonsson, A., & Svingby, G. (2007) · Educational Research Review · doi:10.1016/j.edurev.2007.05.002 · Cited by 1,509 · cited 1×
“As with any form of assessment, the clarity of the language in a rubric is a matter of validity because an ambiguous rubric cannot be accurately or consistently interpreted by instructors, students or scorers (Payne 2003).”
Background
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Self-citation
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Self-citation
What's Wrong--and What's Right--with Rubrics.
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Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric‐Referenced Self‐Assessment on Elementary School Students' Writing
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Self-citation

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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
DOI: 10.1080/02602930902862859
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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A review of rubric use in higher education

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