What Is Next for Rubrics?

Abstract

Rubrics have become ubiquitous in compulsory education and common in higher education. As with any educational innovation, it is time to reflect on the current state of rubrics and how to move ahead. This chapter identifies common conceptions of the rubric that are problematic and proposes redefining the word rubric in terms of learning goals to better align with classroom assessment uses. Feasible suggestions for ensuring the quality of rubrics and avoiding unintended negative consequences for students are also discussed.