<![CDATA[Rubrics in higher education have been studied in a range of disciplines and for a variety of reasons, including improving student achievement, enriching instruction, and evaluating programs. Some authors indicate good responses to the use of rubrics by teachers, whereas others have noticed instructors' reluctance to adopt them. This review aims to provide an empirical study on the utilization of rubrics as assessment tools in higher education institutions. It examines specific peer-reviewed literature on the utilization of rubrics in higher education; the utilization of rubrics in instructional and program evaluations; and the reliability, validity, and utility of rubrics. However, one study did not find a correlation between the use of rubrics and improved academic performance. It has been demonstrated that rubrics can identify the need for course and program enhancements. According to research on the validity of rubrics, clarity and appropriateness of language are of paramount importance. Rubrics can lead to a somewhat consistent assessment of student performance, according to the bulk of research on rater dependability. Suggestions for future research include the use of more rigorous research methodologies; a higher emphasis on validity and reliability; a stronger emphasis on learning; and research on the implementation of rubrics in various educational settings.]]>
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