Instead of judging the performance, the rubric describes the performance.The resulting judgment of quality based on a rubric therefore also contains within it a description of performance that can be used for feedback and teaching.
Like any other evaluation tool, rubrics are useful for certain purposes and not for others.
The main purpose of rubrics is to assess performances.
Chapter 2 illustrates common misconceptions about rubrics, and Chapter 3 describes how to write or select effective rubrics. Write down what you know about them and what experiences you have had using them.
Save this reflection to compare with a similar reflection after you have read this book.
This is different from a judgment of quality from a score or a grade arrived at without a rubric.
Judgments without descriptions stop the action in a classroom.Rubrics are usually categorized by two different aspects of their composition.One is whether the rubric treats the criteria one at a time or together.I think I know why that might be and will explain that in Chapter 2, but for now let's start with the positive.It should be clear from the definition that rubrics have two major aspects: coherent sets of criteria and descriptions of levels of performance for these criteria.The genius of rubrics is that they are descriptive and not evaluative.Of course, rubrics can be used to evaluate, but the operating principle is you match the performance to the description rather than "judge" it.For some performances, you observe the student in the process of doing something, like using an electric drill or discussing an issue.For other performances, you observe the product that is the result of the student's work, like a finished bookshelf or a written report.A rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria. Unfortunately, this definition of rubric is rarely demonstrated in practice.The Internet, for example, offers many rubrics that do not, in fact, describe performance.