Comparer des méthodes

	Rubric Development	Théorie de la généralisabilité (Théorie G)
Domaine	Education	Psychométrie
Famille	Process / pipeline	Latent structure
Année d'origine	2007	1963–1972
Auteur d'origine	Performance-assessment tradition (Andrade; Arter & McTighe; Jonsson & Svingby synthesis)	Lee J. Cronbach, Goldine Gleser, Harinder Nanda, Nageswari Rajaratnam
Type	Systematic design of criterion-based scoring guides for performance	Variance-components reliability model
Source fondatrice	Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144.	Cronbach, L. J., Gleser, G. C., Nanda, H. & Rajaratnam, N. (1972). The Dependability of Behavioral Measurements: Theory of Generalizability for Scores and Profiles. Wiley.
Alias	Scoring Rubric Design, Analytic and Holistic Rubrics, Performance Scoring Guides, Rubric Construction	G-theory, G-study / D-study framework, variance components reliability
Apparentées	4	4
Résumé	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.	Generalizability Theory is a psychometric framework that decomposes observed score variance into multiple sources — persons, items, raters, occasions, and their interactions — using analysis of variance. It replaces the single reliability coefficient of classical test theory with a family of coefficients that tell researchers how well scores generalize across different measurement conditions.