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Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/36277

Title: Rubrics in a Secondary Mathematics Class
Authors: Gallego-Arrufat, María Jesús
Dandis, Maha A. I.
Issue Date: 2014
Abstract: This paper aims to share the study of integrating a rubric as an assessment for learning tool in a secondary mathematics classroom in Spain. More precisely, this study intends to examine the viewpoint of a Spanish teacher regarding the benefits and difficulties of using rubrics as an assessment for learning tool. The intent of this article is to motivate secondary mathematics teachers to use rubrics in their classes. In addition, this article aims to contribute to the limited literature that pertains to the use of rubrics in secondary education. The results indicated that rubrics have the potential to enhance students' learning and teacher‟s work. Using the rubric made the students an active part in the learning process since they knew what is expected from them and worked hard to achieve the required level. In addition, using the rubric allowed the teacher to check on daily bases the level of understanding for all students. On the other hand, the rubric consumed a lot of time and effort from the teacher and her students because the rubric was a new method for them. The students argued that using the rubric is difficult because it requires a lot of details and because they are not used to use mathematical language to explain every step in problem solving.
Sponsorship: Funded in part by the Program MAEC-AECID of the Spanish Ministry of Foreign Affairs and Cooperation for Foreign Nationals. Department of University and Scientific Cooperation.
Publisher: Gazi University. Faculty of Education
Keywords: Secondary Education
Assessment Rubrics
Mathematics Instruction
Peer Evaluation
URI: http://hdl.handle.net/10481/36277
ISSN: 1306-3030
Rights : Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
Citation: Gallego-Arrufat, M.J.; Dandis, M. Rubrics in a secondary mathematics class. Mathematics Education, 9(1): 73-82 (2014). [http://hdl.handle.net/10481/36277]
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