At least as far back as the Middle Ages, the rules for the conduct of liturgical services—as opposed to the actual spoken words of the liturgy—were often printed in red, so the rules were "the red things" on the page.
In this book, I will show that rubrics for classroom use are both more and less than the dictionary definition suggests.
However, even test items that have degrees of quality of performance, where you want to observe how appropriately, how completely, or how well a question was answered, can be assessed with rubrics. Matching your observations of a student's work to the descriptions in the rubric averts the rush to judgment that can occur in classroom evaluation situations.
Instead of judging the performance, the rubric describes the performance.
Of course, rubrics can be used to evaluate, but the operating principle is you match the performance to the description rather than "judge" it.
Thus rubrics are as good or bad as the criteria selected and the descriptions of the levels of performance under each.
This list by no means covers every possible school performance.
It is just meant to help you think of the types of performances you might assess with rubrics.
Save this reflection to compare with a similar reflection after you have read this book.
A rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria. Unfortunately, this definition of rubric is rarely demonstrated in practice.