Thus rubrics are as good or bad as the criteria selected and the descriptions of the levels of performance under each.
Effective rubrics have appropriate criteria and well-written descriptions of performance.
Like any other evaluation tool, rubrics are useful for certain purposes and not for others.
The main purpose of rubrics is to assess performances.
Rubrics are usually categorized by two different aspects of their composition.
One is whether the rubric treats the criteria one at a time or together.They are less because not just any set of rules or guides for student work are rubrics.This first chapter lays out some basic concepts about rubrics.The other is whether the rubric is general and could be used with a family of similar tasks or is task-specific and only applicable to one assessment. Analytic rubrics describe work on each criterion separately.Figure 1.2 describes the different types of rubrics and the advantages and disadvantages of each. Nitko, 2008, Upper Saddle River, NJ: Pearson Education. Holistic rubrics describe the work by applying all the criteria at the same time and enabling an overall judgment about the quality of the work.Instead of judging the performance, the rubric describes the performance.The resulting judgment of quality based on a rubric therefore also contains within it a description of performance that can be used for feedback and teaching.For some performances, you observe the student in the process of doing something, like using an electric drill or discussing an issue.For other performances, you observe the product that is the result of the student's work, like a finished bookshelf or a written report.It is just meant to help you think of the types of performances you might assess with rubrics.This list is not meant to suggest what your students should perform.