Teachers' use of rubrics to score non-traditional tasks: Factors related to discrepancies in scoring

Assessment in Education: Principles, Policy and Practice

Volumn 13, Issue 1, 2006, Pages 69-95

  Meier, Sherry L ^a   Rich, Beverly S ^a   Cady, JoAnn ^b  

^a ILLINOIS STATE UNIVERSITY   (United States)

^b UNIVERSITY OF TENNESSEE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77951253861     PISSN: 0969594X     EISSN: 1465329X     Source Type: Journal    
DOI: 10.1080/09695940600563512     Document Type: Article

References (11)

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3. Huot, B., 1990. The literature of direct writing assessment: major concerns and prevailing trends. Review of Educational Research, 60: 237–263.
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5. National Council of Teachers of Mathematics (NCTM). 2000. Principles and standards for school mathematics, Reston, VA: NCTM.
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9. Popham, W. J., 1997. What’s wrong—and what’s right—with rubrics. Educational Leadership, 55: 72–75.
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11. Welch, C. J., Harris, D. J., Bolton, S., Feltovich, B., and Miller, T., A technical comparison of analytic and holistic scoring methods. paper presented at the annual meeting of the National Council on Measurement in Education. April, New Orleans.