The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.
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 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
In the citing paper
“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
In the citing paper
“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
Citations
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“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).”
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A model for programmatic assessment fit for purpose.
van der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Dijkstra, J., Tigelaar, D., Baartman, L. K. J., & van Tartwijk, J. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.652239 · Cited by 892
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Dawson, P. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1111294 · Cited by 368
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Schinske, J., & Tanner, K. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.cbe-14-03-0054 · Cited by 326
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Metadata
- 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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