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- Vol 5 TE: App C
instructional rubricsself-assessmentassessment criteriaquality standardsformative feedbackstudent revisionexemplarsmetacognitive thinkingJournal article Evidence summaryAt a glance
Andrade argues that instructional rubrics can support teaching and learning, not merely score finished work. A useful rubric identifies important criteria and describes gradations of quality in language students can understand.
Key ideas
When learners examine examples, help articulate criteria, and apply a rubric to their own drafts, expectations become visible and feedback becomes more actionable. The article illustrates a self-assessment process in which students mark evidence in their writing against each criterion and use what they notice to revise. Rubrics therefore promote thinking when they direct attention to quality, support dialogue about standards, and become tools students use during production. Andrade cautions implicitly against treating a rubric as a checklist or grading device alone.
Why it matters
For teachers, the practical sequence is to co-construct or explain criteria, study models, practise applying the rubric, and give students time to revise.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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