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=Students are provided with assessment marking rubrics prior to submitting work for marking. =

Evidence
Assessment marking rubrics enhance feedback and grading of assignments in many ways. Rubrics level the playing field, the correct use of rubrics can, ‘alter [students’] entire understanding of the task of getting an education by introducing them to whole new concepts such as critical thinking, argumentation and objective and subjective views’ (Stevens & Levi 2005, p. 27). Feedback is most effective when it is given as soon as possible after completing a task. Rubrics make marking and the provision of extensive feedback more efficient. Rubrics don’t preclude the use of additional notes to specific students, but they enhance the efficiency the core business of grading (Stevens & Levi 2005). But perhaps most importantly rubrics prepare students to use detailed feedback, they encourage critical thinking, and they help teachers to refine their teaching skills (Stevens & Levi 2005).

Resources
Stevens & Levi (2005) provide a book instructing in the building of rubrics from scratch.

An example of an assessment marking rubric for philosophy can be found here: http://www.andrew.cmu.edu/user/ppederse/80-100%20Fa%2006/Grading%20Rubric.pdf