Ryan Campbell, Jakarta Intercultural School, Indonesia
Christian Bokhove University of Southampton, UK
Purposed summatively as an instrument for assessing student performance and formatively for supporting learner progression, as well as being known for its sheer ubiquity, the humble rubric has attracted a great deal of criticism. Taking aim at both the major functions of rubrics, these criticisms range from fears over students being incentivised to narrowly reproduce the rubric features in their work to concerns about the inherent subjectivity of written performance descriptors. While many of these criticisms are well reasoned and worthy of consideration, recent reviews of the evidence, and in particular Panadero and Jonsson (2020), suggest that some of the points made against rubrics lack empirical support and that the case against rubrics may not be nearly as strong as their critics believe. In this article, we first look at the definition and purpose of rubrics, and then evaluate
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