Ainsworth, L., and Christinson, J. (1998). Student-generated rubrics: An assessment model to help all students succeed. Parsippany, NJ: Pearson Learning.

The assessment model described in this guide was initially developed by a team of fifth-grade teachers who wrote objectives of integrating social studies and language arts. It helps the teacher guide students to create a task-specific rubric that they use to evaluate their own and peers' work. Teachers review the student evaluations, determine the final grades, and give the evaluations back so that students can reflect on their own performance.

Arter, J. A., and McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press.

Learn how to be more consistent in judging student performance, and help your students become more effect at assessing their own learning. This book offers a practical approach to assessing challenging but necessary performance tasks, like creative writing, "real-world" research projects, and cooperative group activities. Each chapter is framed by an essential question and includes illustrative stories, practical examples, tips and cautions, and a summary of key points and recommended resources for further information. The resources section contains a wealth of rubrics to adopt or adapt.

Benjamin, A. (2000). An English teacher's guide to performance tasks & rubrics: Middle school. Larchmont, NY: Eye on Education.

This book provides step-by-step procedures, student hand-outs, and samples of student work. Examines the nature of performance tasks, standards, portfolios, and Multiple Intelligence approaches. A collection of performance tasks are presented based on vocabulary, poetry, drama and speech, film, spelling, capitalization and punctuation, language and cultural identity, novels, and the writing process.

Benjamin, A. (2000). An English teacher's guide to performance tasks & rubrics: High school. Larchmont, NY: Eye on Education.

This book provides step-by-step procedures, student hand-outs, and samples of student work. Examines the nature of performance tasks, standards, portfolios, and Multiple Intelligence approaches. A collection of performance tasks are presented based on journalism, poetry, syntax, literary criticism, full-length works, and works by Shakespeare.

Blaz, Deborah. (2001). A collection of performance tasks and rubrics: Foreign languages. Larchmont, NY: Eye on Education.

This book features 68 performance tasks and rubrics, all designed to motivate and engage your students. Also included are samples of student work to help you apply the rubrics and develop your grading and scoring skills. The performance assessments in this book were contributed by teachers and include: open-ended and extended response exercises, projects and portfolios, behavioral assessments (skits, debates, discussions, etc.), authentic assessments, and student self-assessments, in addition to those administered by teachers.

Danielson, C. (1997). A collection of performance tasks and rubrics. Middle school mathematics. Larchmont, NY: Eye on Education.

This book is a guide to the development and use of performance tasks and rubrics in the middle school mathematics classroom. It contains a rationale for, and a discussion of strengths and limitations of, performance tasks to assess student achievement and progress in mathematics. A field-tested process is offered for developing performance tasks and rubrics. An appendix contains handouts to be distributed to students for each of 24 performance tasks.

Danielson, C. (1997). A collection of performance tasks and rubrics. Upper elementary school mathematics. Larchmont, NY: Eye on Education.

This book is a guide to the development and use of performance tasks and rubrics in the upper elementary school mathematics classroom. It contains a rationale for, and a discussion of strengths and limitations of, performance tasks to assess student achievement and progress in mathematics. A field-tested process is offered for developing performance tasks and rubrics. An appendix contains handouts to be distributed to students for each of 24 performance tasks.

Danielson, C., and Hansen, P. (1999). A collection of performance tasks and rubrics: Primary school mathematics. Larchmont, NY: Eye on Education.

This book provides an overview of the rationale for and strengths and limitations of the use of performance tasks to assess student progress in mathematics. It also offers a field-tested process for developing performance tasks and rubrics, along with practical advice for evaluating student work and 20 sample tasks. An appendix contains student handouts.

Danielson, C., and Marquez, E. (1998). A collection of performance tasks and rubrics. High school mathematics. Larchmont, NY: Eye on Education.

This book is a guide to the development and use of performance tasks and rubrics in the high school mathematics classroom. It contains a rationale for, and a discussion of strengths and limitations of, performance tasks to assess student achievement and progress in mathematics. A field-tested process is offered for developing performance tasks and rubrics. An appendix contains handouts to be distributed to students for each of 21 performance tasks.

Depka, E. (2001). Designing rubrics for mathematics. Arlington Heights, IL: SkyLight Professional Development.

Students need to conquer math in order to succeed in today's world. This insightful book not only gives instructors problem-based learning projects to use in the classroom, but it also explains how to evaluate students' math abilities. In particular, it stresses the importance of the assessment process and rubric development. Also included are Internet resource links, blackline masters, and hands-on projects that actively engage the learner.

Fiderer, A. (1999). 35 rubrics and checklists to assess reading and writing (Grades k-2). Jefferson City: MO: Scholastic Trade.

Intended for teachers of grades K-2, this book provides rubrics developed by and with teachers to assess a wide variety of reading and writing activities in primary classrooms. The rubrics and checklists are offered as reproducible forms. Most of the rubrics are accompanied by a matching form for children's self-assessment. Many of the assessment tasks include planning or graphic organizers that encourage children to write, draw, map, or outline their ideas before they begin to create their final work products.

Fiderer, A. (1999). 40 rubrics and checklists to assess reading and writing (Grades 3-6). Jefferson City: MO: Scholastic Trade.

Meaningful, classroom tested-rubrics and self-assessment checklists are now at teachers' fingertips! Reproducible forms for reading and listening comprehension, story character analysis, content-area research reports, personal experience essays, letters, and more. Easy directions, scoring tips, planning forms, and follow-up strategies will help your students achieve their best, and meet the current state and school standards in reading and writing. The book provides dozen of reproducible rubrics for assessing key language arts skills. It includes writing prompts, reproducible student planning forms, scoring tips, and self-assessment checklists.

Flagg, A. (1999). Rubrics, checklists & other assessments for the science you teach! (Grades 1-3). Bergenfield, NJ: Scholastic Professional Book Division.

Experts agree: Kids learn science best by doing. But how do you measure student progress when you teach hands-on? This practical guide offers simple successful strategies that demystify science assessment. Full of student samples that show how real teachers use drawings, science journals, projects, conversations, and rubrics to evaluate their student's growth.

Forte, I., and Schurr, S. (2001). Standards-based social studies: graphic organizers, rubrics, and writing prompts for middle grade students. Nashville, TN: Incentive Publications.

The standards-based graphic organizers, rubrics, and writing prompts in this book have been designed to provide busy teachers with a bank of resources from which to draw as the need arises. National standards have been incorporated throughout all activities. To aid teachers, the book's matrix provides a complete correlation of activities to these national standards. -Graphic Organizers provide visual organization, develop scope and sequence, furnish a plan of action or aid in assessment -Rubrics promote collaboration among students and teachers, allow for individual creativity, and are meaningful to parents -Writing prompts allow students to process learned material, communicate with peers, question material being studied.

Groeber, J. F. (2002). Designing rubrics for reading and language arts. Skylight Training & Publishing Inc.

This book is for reading and language arts teachers seeking model rubrics for performance assessment and clear instruction on how to create teacher-made rubrics. Performance levels and the task objectives are identified in each rubric to help reduce subjectivity in grading and help students set goals for their own achievement. The author provides teachers in all grade levels with sample rubrics to assess student proficiency in language arts and in all genres, including nonfiction. Teachers can follow step-by-step instructions to create their own rubrics to meet their students' instructional needs.

Lazear, D. G. (1998). The rubrics way: Using MI to assess student understanding. Tuscon, AZ: Zephyr Press.

Makes use of Gardner's Multiple Intelligences Theory to provide guidelines and examples of rubrics that measure aspects of all eight intelligences. Offers MI rubrics that help students increase their understanding of the intelligences and questions that guide you to understand how well they have mastered content. Also included are sample rubrics from teachers who are experimenting with MI and assessment.

Osborne, N. M. (1999). Rubrics for elementary assessment: Classroom ready blackline masters for K-6 assessment. Livonia, MI: Osborne Press.

Includes instructions and generic format sheets for writing rubrics for authentic assessments in your own classroom. Gives concrete suggestions and guidelines for assessing tasks using multiple intelligences and higher order thinking skills. This work is a good amalgam of practical experience and dynamic theory. Includes rubrics for creative writing, reading, hands-on-math, graphing, hands-on-science, cooperative learning, and more.

Rickards, D., and Cheek, E. (1999). Designing rubrics for K-6 classroom assessment. Norwood, MA: Christopher-Gordon Publishers, Inc.

Following the journey of one elementary school as its teachers strived to provide appropriate and authentic learning activities for all students, this book describes the development and use of rubrics and how they fit into an effective and authentic assessment program. Chapters are: (1) Introduction to Rubrics; (2) Developing and Using Rubrics; (3) Introducing Rubrics to Students; (4) Using Rubrics in Reading; (5) Using Rubrics in Writing; (6) Using Rubrics in the Content Areas; (7) Accommodating Students with Special Needs; (8) Communicating with Parents; and (9) The Administrator's Role.

Taggart, G. L.; Phifer, S. J.; Nixon, J. A.; Wood, M. (Eds.) (1998). Rubrics: A handbook for construction and use. Lancaster, PA: Technomic Publishing.

This handbook provides teachers and administrators with strategies to construct, adapt, and use rubrics. A rubric is defined as a tool for assessing instruction and performance according to predetermined expectations and criteria. The chapters in this text contain guidance on formulating, applying, and reviewing the pros and cons of this form of alternative assessment. Cross-curricular rubrics are provided, which should be useful in many classroom scenarios either as constructed or after being adapted to meet the needs of the classroom situation. Easily adaptable samples, as well as plenty of descriptive scenarios, will give educators the information and confidence they need to create, utilize, and evaluate rubrics.