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	Many-Facet Rasch Measurement	Rubric Development
Field	Education	Education
Family	Latent structure	Process / pipeline
Year of origin	1989	2007
Originator	John Michael Linacre	Performance-assessment tradition (Andrade; Arter & McTighe; Jonsson & Svingby synthesis)
Type	Rasch model extension adding rater and other facets to person and item	Systematic design of criterion-based scoring guides for performance
Seminal source	Linacre, J. M. (1989). Many-Facet Rasch Measurement. MESA Press. ISBN: 9780941938020	Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144.
Aliases	MFRM, Many-Faceted Rasch Model, Facets Model, Linacre Facets Model	Scoring Rubric Design, Analytic and Holistic Rubrics, Performance Scoring Guides, Rubric Construction
Related	4	4
Summary	Many-facet Rasch measurement (MFRM) extends the basic Rasch model to assessments mediated by raters. Beyond examinee ability and item difficulty, it adds explicit parameters for rater severity and for any other facet of the rating situation — task, occasion, rating criterion — placing them all on one common logit scale. Developed by John Michael Linacre, MFRM lets analysts estimate and adjust for the fact that some raters are systematically harsh and others lenient, producing 'fair' ability estimates that do not penalize an examinee for happening to draw a severe judge.	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.