LCT-5003

Brookhart. S.M. (2018). Appropriate criteria: Key to effective rubrics. Frontiers in Education, 3.
https://doaj.org/article/afdfbc75dfa34e62934bd823bd1f2409
This review explores the critical role of well-defined criteria in the development of effective rubrics. It provides an analytical review of rubric design principles, emphasizing the importance of clear performance-level descriptions in supporting both learning and evaluation. The discussion focuses on how well-constructed rubrics enhance student self-regulation, clarify expectations, and improve the reliability of assessments in educational settings.

English, N., Robertson, P., Gillis, S., & Graham, L. (2022). Rubrics and formative assessment in K-12 education: A scoping review of literature. International Journal of Educational Research, 113.
This analysis examines rubrics and formative assessment in K-12 classrooms, evaluating their role in supporting student learning and teacher decision-making. It presents a scoping review that highlights the effectiveness of rubrics in (a) fostering self-regulated learning, (b) enhancing feedback processes, and (c) promoting assessment transparency. The findings inform best practices for integrating rubrics into formative assessment frameworks to improve student outcomes.

Erika Boström, & Torulf Palm. (2023). The effect of a formative assessment practice on student achievement in mathematics. Frontiers in Education, 8.
This study examines the role of formative assessment in enhancing student achievement in mathematics. It presents an empirical study analyzing the impact of formative assessment strategies on student learning outcomes, emphasizing the need for well-structured implementation to maximize effectiveness. The findings contribute to the broader discourse on assessment-driven instruction and its implications for educational practice and policy.

van der Steen, J., van Schilt-Mol, T., van der Vleuten, C., & Joosten-ten Brinke, D. (2023). Designing formative assessment that improves teaching and learning: What can be learned from the design stories of experienced teachers? Journal of Formative Design in Learning: A Publication of the Association for Educational Communications & Technology, 7(2), 182–194.
This research investigates the design and implementation of formative assessment strategies to enhance both teaching and student learning. It introduces a structured framework that aligns assessment activities with instructional goals, emphasizing decision-driven data collection, student engagement, and iterative improvement. The study highlights effective practices used by experienced educators and provides recommendations for refining assessment design.

California Department of Education. (2024, November 13). Using rubrics to improve student writing [Video]. https://www.cde.ca.gov/ta/tg/sa/fainaction.asp
This 12-minute video features Christina Lambie–a district administrator in the Woodland Joint Unified School District–demonstrating the formative assessment process as her grade six class uses a Smarter Balanced sample item and corresponding rubric to target and improve writing skills.