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- Vol 5 RE: Chapter 9
rubric designformative assessmentperformance criteriaperformance descriptorsanalytic rubricsholistic rubricsself-assessmentgrading practicesBook Evidence summaryAt a glance
Brookhart explains rubrics as coherent sets of criteria accompanied by descriptions of performance quality.
Key ideas
Effective criteria represent the learning students should demonstrate, not incidental features of the task, while performance-level descriptions show a meaningful continuum rather than vague labels or point counts. The book distinguishes analytic from holistic rubrics and general from task-specific rubrics, showing how each serves different instructional and grading purposes. It addresses constructing, revising, and using rubrics with students for feedback, self-assessment, goal setting, and grading. Poor rubrics can fragment quality or reward compliance; well-designed ones focus attention on important learning.
Why it matters
For educators, the guidance recommends beginning with the intended learning, selecting observable criteria, describing genuine differences in quality, testing the rubric against student work, and involving learners so the tool supports judgement and improvement instead of merely calculating scores.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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