How to Create and Use Rubrics for Formative Assessment and Grading

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Formative and shared assessment in higher education. Lessons learned and challenges for the future (2017, background): “…(d) producing clear and well-expressed descriptions to help students assess their own performance; (e) informing students which aspects would have improved their work, and highlighting what they could do next time when faced with a similar task or assignment (ARG 2002; Brookhart 2013; CERI 2008).”
The quality and effectiveness of descriptive rubrics (2015, background): “Although it is not recommended (Andrade 2000; Arter and Chappuis 2006; Brookhart 2013b), many rubrics do use “descriptions” of performance that read more like points-for-requirements (e.g. “has three sources”) than quality of work (e.g. “consults and interprets appropriate sources”).”
Accuracy in student self-assessment: directions and cautions for research (2015, background): “Sharing learning targets and criteria is generally considered good assessment practice (Brookhart, 2013), and Falchikov and Boud’s (1989) meta-analysis found student familiarity with rating criteria enhanced accuracy and the alignment of ratings with academics.”