This study suggests that students use rubrics to support their own learning and academic performance. In focus groups, fourteen undergraduate students discussed the ways in which they used rubrics to plan an approach to an assignment, check their work, and guide or reflect on feedback from others. The students said that using rubrics helped them focus their efforts, produce work of higher quality, earn a better grade, and feel less anxious about an assignment. Their comments also revealed that most of the students tend not to read a rubric in its entirety, and that some may perceive of a rubric as a tool for satisfying a particular teacher’s demands rather than as a representation of the criteria and standards of a discipline
Andrade, Heidi L. and Du, Ying, "Student Perspectives on Rubric-Referenced Assessment" (2005). Educational & Counseling Psychology Faculty Scholarship. 2.
This is the Publisher’s PDF of the following article made available by Practical Assessment, Research &Evaluation: Andrade, H., & *Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research and Evaluation, 10(3). Available: http://PAREonline.net/getvn.asp?v=10&n=3