What are rubrics, and what are best practices for using them?

• A. Rubrics should be invented after grading is done.
• B. Rubrics must be secret to students.
• C. Rubrics replace instruction.
• D. Rubrics define performance criteria; share criteria beforehand, use them for feedback, calibrate with colleagues.

Answer: (D)

Rubrics lay out what quality work looks like by defining clear criteria and levels of achievement. When the criteria are shared before a task, students understand exactly what is expected and can aim for specific targets, which makes learning goals concrete rather than vague. Rubrics also provide a precise framework for feedback: teachers can point to the exact criteria to show what was done well and where improvement is needed. Calibrating with colleagues helps ensure that different graders interpret and apply the levels consistently, promoting fair and reliable scoring. Beyond grading, rubrics connect assessment to learning objectives and can guide instruction, helping teachers plan what to teach and how to revise tasks to support student growth. They should be public and used throughout the learning process rather than invented after grading or kept secret, and they do not replace instruction—they support it.