What's still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels

By R. Tierney, M. Simon. 2004

383 citations recorded by the source corpus.

Subfields: Leadership and Management

View Paper: https://www.semanticscholar.org/paper/578568edae7aaa6e1d37aa5c878fc15a64cbb18c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Leadership and Management

1. Y. M. Reddy
2. Phillip Dawson
3. Heidi L. Andrade

Citations in the corpus

• A review of rubric use in higher education (2010, methodology): “For these and other reasons, researchers stress the instructional value of rubrics and urge instructors to use them as instructional guides, not just grading tools (Andrade 2000; Osana and Seymour 2004; Tierney and Simon 2004; Song 2006).”
• Assessment rubrics: towards clearer and more replicable design, research and practice (2017, background): “Specificity: the particular object of assessment Rubrics are sometimes discussed as being ‘generic’ or ‘specific’ (e.g. Tierney and Simon 2004).”
• A Comparison of Consensus, Consistency, and Measurement Approaches to Estimating Interrater Reliability (2004, neutral): “One strategy for reducing subjectivity is to develop scoring rubrics (Mertler, 2001; Moskal & Leydens, 2000; Tierney & Simon, 2004).”