Sammenlign metoder

	Rubric Development	Formative Assessment
Fagområde	Education	Education
Familie	Process / pipeline	Process / pipeline
Oprindelsesår	2007	1998
Ophavsperson	Performance-assessment tradition (Andrade; Arter & McTighe; Jonsson & Svingby synthesis)	Scriven (term); Bloom; Black & Wiliam (modern synthesis)
Type	Systematic design of criterion-based scoring guides for performance	Instructional process using evidence of learning to adapt teaching and feedback
Oprindelig kilde	Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144.	Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Aliasser	Scoring Rubric Design, Analytic and Holistic Rubrics, Performance Scoring Guides, Rubric Construction	Assessment for Learning, Classroom Formative Assessment, Feedback-Based Assessment, Embedded Formative Assessment
Relaterede	4	4
Resumé	Rubric development is the systematic design of criterion-referenced scoring guides for judging complex performance such as writing, projects, presentations, and problem solving. A rubric specifies the dimensions on which work is evaluated and describes, in ordered levels, what each degree of quality looks like. Done well — as the syntheses by Andrade and by Jonsson and Svingby show — rubrics make scoring more reliable and transparent, clarify expectations for students, and turn assessment into a tool for learning rather than merely a verdict.	Formative assessment, or assessment for learning, is the practice of gathering evidence of student understanding during instruction and using it immediately to adjust teaching and to give feedback that moves learning forward. Unlike summative assessment, which measures learning after the fact for grading or accountability, formative assessment is woven into the teaching cycle. Synthesized influentially by Black and Wiliam, it is defined not by the type of instrument but by whether the resulting evidence actually changes subsequent instruction and learning.