In a review of 20 studies on rubrics, three studies report positive instructor perceptions of rubrics as scoring guides. In these cases, rubrics provided an objective basis for evaluation.
One striking difference between students’ and instructors’ perceptions of rubric use is related to their perceptions of the purposes of rubrics. Students frequently referred to them as serving the purposes of learning and achievement, while instructors focused almost exclusively on the role of a rubric in quickly, objectively and accurately assigning grades. Instructors’ limited conception of the purpose of a rubric might contribute to their unwillingness to use them.
Rubrics require quite a bit of time on the part of the instructor or teaching team to develop.