Abstract Rubrics are widely used in classrooms at all educational levels across the globe, for both summative and formative purposes. Although the empirical support for the benefits of using rubrics has been steadily growing, so have the criticisms. The aim of this review is to explore the concerns and limitations of using rubrics as proposed by the critics, as well as the empirical evidence for their claims. Criticisms are then contrasted with findings from studies reporting empirical evidence in the opposite direction (i.e. supporting the use of rubrics). A total of 27 publications were identified, and 93 excerpts were extracted, after a detailed content analysis. The criticisms were organized around six broad themes. One of the main findings is that the empirical evidence behind criticisms is, with only a few exceptions, neither direct nor strong. On the contrary, several critics refer to anecdotal evidence and/or personal experiences, which have limited value as scientific evidence. Another finding is that a number of critics make claims about rubrics with a narrow conceptualization of rubrics in mind. One prevalent assumption is that rubrics are only used for high stakes testing and/or other summative assessment situations. Based on these findings, we advocate a more pragmatic approach to rubrics, where potential limitations of rubrics are investigated empirically and decisions are based on scientific data.

中文翻译：

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对反对使用量规的论点的批判性审查

摘要 Rubric 广泛用于全球所有教育级别的课堂，用于总结性和形成性目的。尽管对使用量规的好处的实证支持一直在稳步增长，但批评也是如此。本综述的目的是探讨使用批评者提出的评分标准的担忧和局限性，以及他们主张的经验证据。然后将批评与从相反方向报告经验证据的研究结果（即支持使用量规）进行对比。经过详细的内容分析，共确定了27篇出版物，并提取了93篇摘录。批评是围绕六个广泛的主题组织的。主要发现之一是，批评背后的经验证据是，只有少数例外，既不直接也不强烈。相反，一些批评家提到了轶事证据和/或个人经历，它们作为科学证据的价值有限。另一个发现是，许多评论家在提出关于评分准则的主张时，只考虑了对评分准则的狭隘概念化。一种普遍的假设是，量规仅用于高风险测试和/或其他总结性评估情况。基于这些发现，我们提倡对评分准则采取更务实的方法，根据经验研究评分准则的潜在局限性，并根据科学数据做出决策。另一个发现是，许多评论家在提出关于评分准则的主张时，只考虑了对评分准则的狭隘概念化。一种普遍的假设是，量规仅用于高风险测试和/或其他总结性评估情况。基于这些发现，我们提倡对评分准则采取更务实的方法，根据经验研究评分准则的潜在局限性，并根据科学数据做出决策。另一个发现是，许多评论家在提出关于评分准则的主张时，只考虑了对评分准则的狭隘概念化。一种普遍的假设是，量规仅用于高风险测试和/或其他总结性评估情况。基于这些发现，我们提倡对评分准则采取更务实的方法，根据经验研究评分准则的潜在局限性，并根据科学数据做出决策。