“Gotcha!” or Rubrics? Instruction and Assessment of Graduate Students
Abstract
This article suggests ways to implement standards-driven in structional practices in graduate education programs by using scoring rubrics for instruction and assessment. Scoring rubrics let students know clearly what is expected of them. The effective use of rubrics requires that instructors provide students (a) examples of quality work before an assignment is due, (b) opportunities for self-reflection and self-adjustment, and (c) multiple opportunities to practice prior to completing assignments. Student comments on the effectiveness of rubrics for graduate instruction are included.
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