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dc.contributor.authorAzmi Dandis, Maha
dc.date.accessioned2016-05-06T12:14:52Z
dc.date.available2016-05-06T12:14:52Z
dc.date.issued2014
dc.identifier.issn2254-0059
dc.identifier.urihttp://hdl.handle.net/10396/13492
dc.description.abstractDespite their numerous advantages, Rubrics have come under some criticism recently, some of it is reasonable, but much of it is not (Spandel, 2006). This article will spot the light on the rubrics as a formative assessment tool, starting with its definition, its benefits, and finally a debate between its supporters and opponents. In education, we need an ongoing conversation about assessment tools not just in our professional community, but in our classrooms, with students; that key piece of dialogue is all too often overlooked by all of those who extol the rubric’s usefulness or who prophesy the doom it may bring (Gilmore ,2007)es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherUniversidad de Córdoba, UCOPresses_ES
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/es_ES
dc.sourceEdmetic 3(2), 91-113 (2014)es_ES
dc.subjectRubricses_ES
dc.subjectFormative assessmentes_ES
dc.titleBenefits and criticism. Should we support or neglect using rubrics? Evidences from a literature reviewes_ES
dc.title.alternativeBeneficios y críticas. ¿Deberíamos criticar o apoyar el uso de las rúbricas? Evidencias desde una revisión de literaturaes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttp://www.uco.es/ucopress/ojs/index.php/edmetic/indexes_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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