When we assess a learning
process or a student product, we look for evidence of learning. We need ways in which we can compare the evidence with the intended outcomes of learning. There are different ways to do this, e.g. lists of criteria, a memorandum and a rubric.
Rubrics are now one of the most widely used assessment tools. Their strength is based on the fact that they are able to provide a clear description of the desired skills and/or knowledge. Therefore they are often considered good tools for providing formative feedback to the learner.
(Ref: SchoolNetSA)
What is a Rubric?
'A rubric is an assessment tool for communicating expectations of quality. Rubrics support student self-reflection and self-assessment as well as communication between assessor and assessees. A rubric is a set of criteria and standards typically linked to learning objectives and that is used to assess or communicate about product, performance or process tasks.
A rubric is an attempt to communicate expectations of quality around a task. In many cases, rubrics are used to delineate consistent criteria for grading. Because the criteria are public, a rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective. A rubric can also provide a basis for self-evaluation, reflection and peer review.'
(Ref: Wikipedia)
Teachers should be able to develop and apply knowledge- and performance-based rubrics that allow teachers to assess students’ understanding of key subject matter concepts, skills and processes (KD.2.b).
