Using Rubrics for Teaching and Learning

Heidi L. Andrade is a Professor of Educational Psychology and Methodology at the University at Albany, SUNY. Her work focuses on the relationships between learning and assessment. Her publications include an early, award-winning article on rubrics for Educational Leadership (1996), and books on classroom assessment such as the Handbook of Formative Assessment in the Disciplines (2019), Using Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (2017), and the Handbook of Formative Assessment (2010). Her current research is on the Diagnostic Assessment and Achievement of College Skills (https://my.daacs.net/), which supports newly enrolled college students.Susan M. Brookhart is Professor Emerita in the School of Education at Duquesne University. Dr. Brookhart’s interests include the role of formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. Dr. Brookhart was the 2007–2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education. She has received the 2014 Jason Millman Award from the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) and the 2015 Samuel J. Messick Memorial Lecture Award from Educational Testing Service.

• 1. Introduction to Rubrics for Teaching and Learning 2. Rubrics Illuminate the Learning Goals 3. Rubrics Must Be Developmentally and Pedagogically Appropriate 4. Rubrics Enable Constructive Feedback 5. Rubrics Produce Fair Scores and Grades