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Diffit Create differentiated materials

Elicit Research assistant, simplified summaries

Magic School AI tools for educators

We Will Write Gamify writing

Brisk Teaching AI-generated content and tools for educators

Edutopia Article by Michael McDowell Quality feedback criteria and strategies

Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance by Judith Arter and Jay McTighe

Setting up rubrics in a Google Classroom tutorial

Recommended Reading

Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric‐referenced self‐assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice, 17(2), 199–214. https://doi.org/10.1080/09695941003696172

Brown, G. T. L., Andrade, H. L., & Chen, F. (2015). Accuracy in student self-assessment: Directions and cautions for research. Assessment in Education: Principles, Policy & Practice, 22(4), 444–457. https://doi.org/10.1080/0969594x.2014.996523

Bourke, R. (2015). Liberating the learner through self-assessment. Cambridge Journal of Education, 46(1), 97–111.
https://www.tandfonline.com/doi/full/10.1080/0305764X.2015.1015963

Hawe, E., Dixon, H., Murray, J., & Chandler, S. (2020). Using rubrics and exemplars to develop students’ evaluative and productive knowledge and skill. Journal of Further and Higher Education, 45(8), 1033–1047. https://doi.org/10.1080/0309877x.2020.1851358

Heritage, M. (2009). Using self-assessment to chart students’ paths. Middle School Journal, 40(5), 27–30. https://doi.org/10.1080/00940771.2009.11461688

Jones, L., Allen, B., Dunn, P., & Brooker, L. (2016). Demystifying the rubric: A five-step pedagogy to improve student understanding and utilisation of marking criteria. Higher Education Research & Development, 36(1), 129–142. https://doi.org/10.1080/07294360.2016.1177000

Krebs, R., Rothstein, B., & Roelle, J. (2022). Rubrics enhance accuracy and reduce cognitive load in self-assessment. Metacognition and Learning, 17(2), 627–650. https://doi.org/10.1007/s11409-022-09302-1

Lipnevich, A. A., Panadero, E., & Calistro, T. (2023). Unraveling the effects of rubrics and exemplars on student writing performance. Journal of Experimental Psychology: Applied, 29(1), 136–148. https://doi.org/10.1037/xap0000434

Lipnevich, A. A., McCallen, L. N., Miles, K. P., & Smith, J. K. (2013). Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment. Instructional Science, 42(4), 539–559. https://doi.org/10.1007/s11251-013-9299-9

Matshedisho, K. R. (2019). Straddling rows and columns: Students’ (mis)conceptions of an assessment rubric. Assessment & Evaluation in Higher Education, 45(2), 169–179. https://doi.org/10.1080/02602938.2019.1616671

McTigue, E., & Liew, J. (2011). Principles and practices for building academic self-efficacy in middle grades language arts classrooms. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(3), 114–118. https://doi.org/10.1080/00098655.2010.543191

Sung, Y., Chang, K., Chang, T., & Yu, W. (2009). How many heads are better than one? The reliability and validity of teenagers’ self‐ and peer assessments. Journal of Adolescence, 33(1), 135–145. https://doi.org/10.1016/j.adolescence.2009.04.004

Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2017). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education, 76(3), 467–481. https://doi.org/10.1007/s10734-017-0220-3

To, J., Panadero, E., & Carless, D. (2021). A systematic review of the educational uses and effects of exemplars. Assessment & Evaluation in Higher Education, 47(8), 1167–1182. https://doi.org/10.1080/02602938.2021.2011134

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