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Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners
4 references·16 citing·54 second hop
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References

  • 2011A True Test: Toward More Authentic and Equitable Assessment817 cited
  • 2020Designing scoring rubrics for your classroom436 cited
  • 2020Student perspectives on rubric-referenced assessment332 cited
  • 2005Information Literacy in Biology Education: An Example from an Advanced Cell Biology Course35 cited

Cited by

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  • 2009Innovations in Teaching Undergraduate Biology and Why We Need Them267 cited
  • 2019Social-emotional skill assessment in children and adolescents: Advances and challenges in personality, clinical, and educational contexts.245 cited
  • 2017Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices209 cited
  • 2013“What if students revolt?”—Considering Student Resistance: Origins, Options, and Opportunities for Investigation199 cited
  • 2008Making Biology Learning Relevant to Students: Integrating People, History, and Context into College Biology Teaching143 cited
  • 2017Best practices in summative assessment124 cited
  • 2011Teaching Creative Science Thinking119 cited
  • 2015What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough96 cited
  • 2020Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education

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92 cited
  • 2008Bridging the educational research‐teaching practice gap88 cited
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  • 2020Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course72 cited
  • 2015Teaching and Learning Strategies63 cited