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BROOKHART I  \nI Duquesne University, Pittsburgh-PA, United States of America; [suebrookhart@gmail.com](suebrookhart@gmail.com)  \nABSTRACT  \nThis narrative review of 17 studies of the use of rubrics and other criteria-referenced tools in basic education had two purposes. The first was to review studies of only the K-12 level, because previous reviews were heavily weighted toward studies conducted in higher education. The second was to use these studies as the basis for recommendations that may be useful to classroom teachers and to the teacher education faculty and school administrators who work with them. Three recommendations for using rubrics with K-12 students resulted from the present review: (1) ensure that rubrics are of high quality;  \n(2) plan activities that actively engage students with the rubrics; (3) use rubrics to connect formative assessment with grading.  \nKEYWORDS RUBRICS • ASSESSMENT • ACADEMIC SUCCESS • MOTIVATION FOR LEARNING.  \nHOW TO CITE:  \nBrookhart, S. M. (2024) . Using rubrics in basic education: A review and recommendations .  \nEstudos em Avaliação Educacional, 35, Article e10803 .  \n[https://doi.org/10.18222/eae.v35.10803](https://doi.org/10.18222/eae.v35.10803)  \nEstud. Aval. Educ . (Fund. Carlos Chagas), São Paulo, v. 35, e10803, 2024 • e-ISSN: 1984-932X 1  \nBrookhart Using rubrics in basic education:  \nA review and recommendations  \nO USO DE RUBRICAS NA EDUCAÇÃO BÁSICA: REVISÃOE RECOMENDAÇÕES  \nRESUMO  \nEsta revisão crítica de 17 estudos sobre o uso de rubricas e outros instrumentos referenciados por critérios na educação básica teve dois propósitos. O primeiro foi analisar estudos referentes somente ao ensino fundamental e médio, porque as análises anteriores eram muito voltadas para estudos relativos ao ensino superior. O segundo foi usar esses estudos como base para recomendações que possam ser úteis para os professores em sala de aula e para os formadores de professores e gestores escolares que trabalham com eles. Três recomendações para o uso de rubricas com alunos do ensino fundamental e médio resultaram da presente revisão: (1) garantir que as rubricas sejam de alta qualidade; (2) planejar atividades que envolvam ativamente os alunos com as rubricas; (3) usar rubricas para vincular a avaliação formativa com a atribuição de notas.  \nPALAVRAS-CHAVE RUBRICAS • AVALIAÇÃO • SUCESSO ACADÊMICO • MOTIVAÇÃO PARA O APRENDIZADO.  \nUTILIZACIÓN DE RÚBRICAS EN EDUCACIÓN BÁSICA: REVISIÓN Y RECOMENDACIONES  \nRESUMEN  \nEsta revisión narrativa de 17 estudios sobre el uso de rúbricas y otras herramientas relacionadas con criterios en la educación básica tuvo dos propósitos. El primero de ellos fue el de analizar estudios relativos tan solo a la educación básica y media, porque los análisis anteriores tenían mucho que ver con los estudios vinculados a la educación superior. El segundo fue el de utilizar tales estudios como base para recomendacionesque puedan ser útiles a los docentes en clase y a los responsables por la formación de profesores y administradores escolares que con ellos trabajan. De la presente revisiónresultaron tres recomendaciones para el uso de rúbricas con alumnos de educación básica y media: 1) asegurar que dichas rúbricas sean de alta calidad; 2) planear actividades que involucren activamente alumnos y rúbricas; 3) utilizar rúbricas para vincular la evaluación formativa y la clasificación.  \nPALABRAS CLAVE RÚBRICAS • EVALUACIÓN • ÉXITO ACADÉMICO • MOTIVACIÓN PARA EL APRENDIZAJE.  \nReceived on: DECEMBER 21, 2023  \nApproved for publication on: JANUARY 10, 2024  \nThis is an open access article distributed under the terms of the Creative Commons license, type BY-NC.  \nEstud. Aval. Educ . (Fund. Carlos Chagas),  \nSão Paulo, v. 35, e10803, 2024 • e-ISSN: 1984-932X 2  \nBrookhart Using rubrics in bas","cbCainsFiadqDp7a","https://ap.wps.com/l/cbCainsFiadqDp7a","pdf",287215,22,"English","# Abstract\n# Key recommendations for K-12 rubric use\n## Ensure rubric quality\n## Engage students in rubric-based activities\n## Connect formative assessment to grading\n# Introduction\n## What rubrics are (criteria and performance level descriptions)\n## Related tools: checklists and rating scales\n## Types of rubrics: analytical vs. holistic","[{\"question\":\"What two core elements define a true rubric?\",\"answer\":\"A true rubric includes criteria (the qualities to look for) and descriptions of performance levels along a quality continuum.\"},{\"question\":\"How do analytical rubrics differ from holistic rubrics?\",\"answer\":\"Analytical rubrics assess each criterion separately, often shown as a matrix, and provide detailed feedback. Holistic rubrics use one descriptive scale that considers all criteria together.\"},{\"question\":\"What recommendations does the review provide for using rubrics with K-12 students?\",\"answer\":\"The review recommends ensuring high-quality rubrics, planning activities that actively engage students with rubrics, and using rubrics to connect formative assessment with grading.\"}]","Using rubrics in basic education - A review and recommendations | PDF",1789980011,55]