{"product_id":"123497","title":"How to create and use a rubric? ","description":"\u003ccenter\u003e\u003cdiv style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/tmgdisk01.cafe24.com\/images\/vs\/4172\/sv\/WQtVsVEvIJfUlLNMwwj5rP.png?v=1764958774\" style=\"max-width:100%;max-height:10px\"\u003e\u003c\/div\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\n\n\u003cdiv style=\"width:95%\"\u003e\n\n\u003cdiv style=\"text-align:center;font-size:30px;font-weight:bolder;line-height:1.6em\"\u003e Rubrics: How to Create and Use Them? \u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"border-bottom:1px;border-bottom-style:dotted;border-color:;padding-bottom:20px\"\u003e\u003ccenter\u003e\u003ctable align=\"center\" width=\"100%\"\u003e\u003ctbody style=\"border:0px\"\u003e\n\n\u003ctr\u003e\u003ctd align=\"center\" style=\"line-height:1.2em;text-align:center;font-size:18px;color:black;font-weight:bold;padding-bottom:20px;\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\u003ctr\u003e\u003ctd style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/image.yes24.com\/goods\/116585380\/XL\" style=\"max-width:100%;height:auto\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\n\u003c\/tbody\u003e\u003c\/table\u003e\u003c\/center\u003e\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;{split_style6}padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e Description \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;word-break:break-all;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv\u003e  \u003ch5\u003e\u003cb\u003eBook Introduction\u003c\/b\u003e\u003c\/h5\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\u003cdiv\u003e \u003cb\u003eHow can we teach properly and evaluate correctly?\u003cbr\u003e The Ladder of Learning Growth: Everything You Need to Know About Creating and Using Rubrics\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Rubrics have become common in educational settings recently, but they are often not used properly.\u003cbr\u003e \"How to Create and Use Rubrics\" corrects misconceptions about rubrics and guides the creation and use of effective rubrics through clear explanations and various examples.\u003cbr\u003e Part 1 provides guidance on what a rubric is and how to create one, using various examples. Part 2 covers how to effectively use rubrics in teaching and learning. \u003cbr\u003eThe author provides specific information on correct and incorrect rubrics, and suggests various evaluation factors and appropriate techniques for each topic, helping teachers in the field to avoid getting lost and organize student learning according to the nature and purpose of the rubric.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e The top priority in assessment should not be grading and grading, but rather, “How does this assessment support students’ learning?”\u003cbr\u003e Through this book, teacher readers will realize that rubrics are ultimately for student learning and growth, and that the process itself is also for teacher learning and growth.\u003cbr\u003e\n\n\u003c\/div\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cul\u003e\u003cli\u003e You can preview some of the book's contents.\u003cbr\u003e \u003cspan\u003ePreview\u003c\/span\u003e\n\n\u003c\/li\u003e\u003c\/ul\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eindex\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Translator's Note: From Formative Assessment to Grading, Finding Powerful Tools for Student Growth 6\u003cbr\u003e Introduction: To all teachers who use rubrics 14\u003cbr\u003e \u003cbr\u003e\u003cb\u003ePart 1: All Kinds of Rubrics and How to Make Them\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 1 What is a rubric, and why is it important? 19\u003cbr\u003e What is a rubric? 20 \/ What is the purpose of a rubric? 21 \/ What are the pros and cons of different types of rubrics? 24 \/ Why are rubrics important? 32 \/ Summary 38\u003cbr\u003e\u003cbr\u003e 2 Common Misconceptions About Rubrics 39\u003cbr\u003e Problem 40: Confusing tasks with learning outcomes \/ Problem 45: Confusing rubrics with requirements or counting \/ Problem 51: Confusing rubrics with rating scales \/ Summary 52\u003cbr\u003e\u003cbr\u003e 3 Creating and Selecting Effective Rubrics 54\u003cbr\u003e How to Select Appropriate Evaluation Criteria? 55 \/ How to Describe Performance Levels? 59 \/ Two Common Approaches to Rubric Design 64 \/ Summary 79\u003cbr\u003e\u003cbr\u003e 4 General Rubric for Assessing Basic Skills 81 \u003cbr\u003eWriting: 6+1 Trait Writing Rubric 82 \/ Math Problem Solving Rubric 92 \/ Written Report Writing Rubric 97 \/ Creativity Rubric 100 \/ Summarizing Rubric 106\u003cbr\u003e\u003cbr\u003e 5 Task-specific rubrics and grading systems for specific purposes 108\u003cbr\u003e When to Use Task-Specific Rubrics? 109 \/ Grading with Task-Specific Rubrics 111 \/ Creating Task-Specific Rubrics 114 \/ Grading with Item-Specific Rubrics 115 \/ Creating Item-Specific Rubrics 117 \/ Summarizing 118\u003cbr\u003e\u003cbr\u003e 6. Grading Based on Achievement Criteria with Proficiency-Based Rubrics 120\u003cbr\u003e Creating Proficiency-Based Rubrics 121 \/ Using Proficiency-Based Rubrics in Formative Assessment 132 \/ Using Proficiency-Based Rubrics in Standards-Based Grading 135 \/ Summary 137\u003cbr\u003e\u003cbr\u003e 7 Checklists and Rating Scales: Related Assessment Tools, Not Rubrics 138\u003cbr\u003e Rating Scale 141 \/ Summary 147\u003cbr\u003e\u003cbr\u003e 8 Examples of Rubrics for Various Topics and Types 149 \u003cbr\u003eReading Aloud Fluency Rubric 149 \/ Science Lab Report Rubric 154 \/ Welding Rubric 156 \/ Summarizing Rubric 160\u003cbr\u003e\u003cbr\u003e \u003cb\u003ePart 2: Effective Rubric Use for Students and Teachers\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 9 Rubrics and Formative Assessment: Sharing Learning Objectives with Students 165\u003cbr\u003e Sharing Learning Objectives and Assessment Factors with Rubrics 167 \/ Summary 181\u003cbr\u003e\u003cbr\u003e 10 Rubrics and Formative Assessment: Feedback and Student Self-Assessment 182\u003cbr\u003e Using Rubrics for Teacher and Peer Feedback 183 \/ Using Rubrics for Student Self-Assessment and Goal Setting\u003cbr\u003e 189 \/ Using Rubrics Effectively for Performance 195 \/ Summarizing 199\u003cbr\u003e\u003cbr\u003e 11 Grading Methods Using Rubrics 201\u003cbr\u003e What is Grading? 202 \/ Summary 225\u003cbr\u003e\u003cbr\u003e Conclusion: Hoping for more effective rubric-based instruction and assessment 227\u003cbr\u003e Acknowledgments 229\u003cbr\u003e Reference 230\u003cbr\u003e Appendix A 235\u003cbr\u003e Appendix B 251\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eInto the book\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e This book is divided into two major parts. \u003cbr\u003ePart 1 is about rubrics themselves, covering what they are, how to write them, and various examples.\u003cbr\u003e Part 2 covers how to use rubrics in teaching and learning.\u003cbr\u003e ---From \"Preface: To All Teachers Using Rubrics\"\u003cbr\u003e\u003cbr\u003e Rubrics are unique in that they are descriptive rather than evaluative.\u003cbr\u003e Of course, rubrics are used for evaluation.\u003cbr\u003e However, the actual principle of using a rubric is not to “judge” the performance results, but to “connect” them to the skills at each performance level on the rubric.\u003cbr\u003e Therefore, to determine whether a rubric is good or bad, we must examine whether the evaluation factors have been properly selected and whether the corresponding performance levels have been properly described.\u003cbr\u003e An effective rubric has appropriate assessment factors and well-written performance descriptions.\u003cbr\u003e ---From \"Chapter 1: What is a Rubric and Why is it Important?\"\u003cbr\u003e \u003cbr\u003eWhat should be assessed by a rubric is the learning outcome, not the task used to assess the learning outcome.\u003cbr\u003e These two should not be confused.\u003cbr\u003e A rubric is more than just a table with instructions for an assignment.\u003cbr\u003e The biggest mistake teachers make when using rubrics in performance assessment is focusing on the task—the product—rather than on the learning outcomes or proficiency students are expected to demonstrate through the task.\u003cbr\u003e I have had this experience myself, and other studies have confirmed this.\u003cbr\u003e ---From \"2 Common Misconceptions About Rubrics\"\u003cbr\u003e\u003cbr\u003e The role of technology in a rubric is to allow assessment factors to be identified along a continuum of qualitative levels.\u003cbr\u003e A piece with three minor grammatical errors may demonstrate a much more “complex” and “sophisticated” English communication ability than a piece with only one error but only a few short sentences. \u003cbr\u003e---From “3 Creating and Selecting Effective Rubrics”\u003cbr\u003e\u003cbr\u003e The most meaningful part of this rubric, which expresses thinking from a student's perspective, is the description of the level of performance of 'demonstrating mathematical knowledge'.\u003cbr\u003e A math problem-solving rubric written from an adult's perspective describes a student's problem-solving process with terms such as \"demonstrates understanding of mathematical concepts and principles,\" \"uses appropriate terminology and notation,\" and \"executes an algorithm completely and correctly.\"\u003cbr\u003e However, we cannot ask students to assess their own “understanding of mathematical concepts and principles.”\u003cbr\u003e That is a judgment that must be made by an outside observer.\u003cbr\u003e This student-friendly rubric flips the concept of understanding from something the teacher observes to something the student does.\u003cbr\u003e ---From \"4 General Rubrics for Basic Ability Assessment\"\u003cbr\u003e \u003cbr\u003eAlthough task-specific rubrics and grading scales are not the most important grading methods, both should be on a teacher's grading repertoire and available for use when needed.\u003cbr\u003e Task-specific rubrics are intended for grading purposes.\u003cbr\u003e In comparison, general rubrics are much more flexible and serve both learning and grading purposes.\u003cbr\u003e Above all, the author places greater value on general rubrics than on task-specific rubrics because general rubrics can be used with students.\u003cbr\u003e General rubrics are especially valuable when schools and teachers adopt a standards-based grading policy that demonstrates proficiency levels and align all rubrics accordingly.\u003cbr\u003e ---From “5 Task-Specific Rubrics and Grading Systems for Specific Purposes”\u003cbr\u003e\u003cbr\u003e Let's think about the correct counting method and percentage scale that have traditionally been used in grading. \u003cbr\u003eThe percentage is just a number that shows what percentage of the test content you got right, and it does not directly indicate the achievement standard.\u003cbr\u003e If a teacher grades a student based on achievement criteria when he or she gets 100% on a test, he or she might be tempted to label the student as “proficient.”\u003cbr\u003e But what if the test questions only measured basic comprehension, as required by the achievement standards, and did not ask questions requiring higher-order thinking skills? This 100% accuracy rate simply indicates that the student is \"proficient.\"\u003cbr\u003e ---From “6 Achievement-Based Grading with Proficiency-Based Rubrics”\u003cbr\u003e\u003cbr\u003e Quality rating scales skip steps and lead to hasty judgments.\u003cbr\u003e In other words, it means making a judgment without explaining the evidence. \u003cbr\u003eIn reality, the quality assessment scale is very definitive, saying things like “it is excellent because the evaluator rated it as excellent,” and although there is a “performance level,” there is no explanation of the level.\u003cbr\u003e You'll see many examples of what are called \"rubrics\" in schools and on the internet, but they're actually quality rating scales based on \"criteria\" for the task rather than the learning itself.\u003cbr\u003e ---From \"7 Checklists and Rating Scales: Not Rubrics, but Related Assessment Tools\"\u003cbr\u003e\u003cbr\u003e We hope that teachers will be able to inductively generalize the characteristics of desirable rubrics through numerous examples.\u003cbr\u003e Let's put the characteristics of a desirable rubric mentioned in this book side by side with the conclusions we've drawn ourselves and see how well they match up.\u003cbr\u003e If the two are similar, you have a clear idea of ​​what an effective rubric is.\u003cbr\u003e ---From “8 Examples of Rubrics on Various Topics and Types”\u003cbr\u003e \u003cbr\u003eIf the rubric says, “Understand the author’s intent and support this judgment using details from the text,” highlight the statement in the rubric and then highlight the parts of the example that demonstrate the author’s intent and the supporting evidence.\u003cbr\u003e Students learn what the evaluation elements and performance skills at each level mean by finding and reviewing relevant parts of examples of performance outcomes like this.\u003cbr\u003e This activity can also be used directly in students' assignments for formative assessment.\u003cbr\u003e Before beginning their assignments, students can work through this activity using examples of their work and discuss with their partners, groups, or the entire class where they highlighted and why.\u003cbr\u003e ---From \"9 Rubrics and Formative Assessment: Sharing Learning Goals with Students\"\u003cbr\u003e \u003cbr\u003ePeer feedback works best in classroom cultures that believe constructive criticism is an important part of learning.\u003cbr\u003e However, in classrooms characterized by a grade-centric culture that emphasizes grades (“What grade did you get?”), peer feedback is less effective.\u003cbr\u003e In such classrooms, students may be hesitant to criticize their peers for fear of implying that something is “wrong.”\u003cbr\u003e So, you should only attempt peer feedback when you are confident that students value the opportunity to learn.\u003cbr\u003e If peer feedback isn't working well despite careful preparation, consider whether students are more concerned about getting good grades than improving their work.\u003cbr\u003e ---From \"10 Rubrics and Formative Assessment: Feedback and Student Self-Assessment\"\u003cbr\u003e \u003cbr\u003eI was once asked by a teacher at a grading workshop about a rubric that awarded a 1 point for the lowest performance level.\u003cbr\u003e Typically, the lowest level of a rubric will say something like “The answer is difficult to determine” or “No answer was given.”\u003cbr\u003e The teacher expressed concern about whether it was okay to “get points” for doing virtually nothing.\u003cbr\u003e This interesting question is based on the premise that students can only earn points when they perform something.\u003cbr\u003e Grades are supposed to show how much students have accomplished, but they are ultimately measured by arbitrary scales created by teachers.\u003cbr\u003e ---From \"11 Grading Methods Using Rubrics\"\u003cbr\u003e\u003cbr\u003e Rubrics have become very common these days.\u003cbr\u003e But in my experience, it's far more often than not used properly. \u003cbr\u003eToo often, rubrics are used in the same way as other point-based grading systems, either by finding assessment factors based on trivial facts or lists, such as “there are four adjectives in the paragraph,” or by completely neglecting the formative and student-centered assessment opportunities that are the greatest strengths of rubrics.\u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e ---From “Conclusion: Hoping for more effective rubric-based classes and assessments”\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003ePublisher's Review\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e \u003cb\u003eHow can we teach properly and evaluate correctly?\u003cbr\u003e The Ultimate Rubric Guide for Every Teacher Who Wants to Teach and Evaluate Well\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Renowned educational consultant Susan M.\u003cbr\u003e The Korean edition of Brookhart's best-selling educational book, \"How to Create and Use Rubrics for Formative Assessment and Grading,\" has finally been published.\u003cbr\u003e The translation was done by seven current teachers who want to bring about change in the field by collecting small practices. \u003cbr\u003eRubrics have become more common these days, but they are often misused.\u003cbr\u003e This book is more than just a solution to your rubric-related problems.\u003cbr\u003e With clear explanations, numerous examples, and teaching strategies for using rubrics, this book will give you the confidence to create effective rubric-based lessons and assessments.\u003cbr\u003e In particular, you can get specific help on how to engage students more actively in assessment and learning.\u003cbr\u003e The book shines throughout with its wealth of useful manuals and resources, including a discussion of how to create and use proper rubrics, a student assessment method that differs from the conventional one, a keen insight into the problem of confusing rubrics with other assessment scales, examples of rubrics on various topics, and interviews with and theories from teachers and educational researchers.\u003cbr\u003e \u003cbr\u003e\u003cb\u003eThe Ladder of Learning Growth: Everything You Need to Know About Creating and Using Rubrics for Teachers\u003cbr\u003e “What really matters is the evidence of learning, that is, how can we verify that learning has occurred properly?”\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Simply put, a rubric is an integrated assessment tool that combines evaluation element selection and performance level-specific description.\u003cbr\u003e The primary function of a rubric is to help you find a description, or \"skill,\" that fits the performance, rather than making an immediate \"judgment\" about it.\u003cbr\u003e The focus is not on the outcome of the score, but on the performance of the process.\u003cbr\u003e From this perspective, it is worth pointing out the author's criticism that many materials commonly used as rubrics in schools are not actually proper rubrics.\u003cbr\u003e If you are a teacher, you should ask yourself, 'Am I using the right rubric?' \u003cbr\u003eThe author's criticisms of 'meaningless (nonsensical) rubrics such as the counting method', 'grading elements unrelated to class objectives', and 'the problem of confusing assignments with learning objectives' are sharp and important.\u003cbr\u003e It is necessary to explain the evaluation elements and techniques for the purpose of actual performance results, but it is necessary to pay attention to the harsh criticism that the evaluation elements and techniques with the wrong direction are a 'fake rubric in the form of a rubric.'\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e The criteria for filtering out fakes and real ones are clear.\u003cbr\u003e \"Why should we use this rubric?\" \"What is the purpose of assessing with this rubric?\" \"Is its purpose along the same lines as focusing on student performance?\" These are the fundamental and core questions that permeate the proper creation and use of rubrics. \u003cbr\u003eFrom this perspective, teachers have no choice but to reexamine the assessment materials they currently use to determine what the problems are, what needs to be improved, and what their ultimate goal should be.\u003cbr\u003e Fortunately, the author provides specific information about countless good and bad rubrics, and suggests various assessment elements and techniques appropriate for each topic, helping teachers in the field not to get lost and to structure student learning according to the nature and purpose of the rubric.\u003cbr\u003e\u003cbr\u003e Moreover, as the author repeatedly emphasizes, rubrics can be used for many more purposes than simply “grading or grading.”\u003cbr\u003e The main purpose of a rubric is to 'evaluate student performance'.\u003cbr\u003e What types of performance you should be able to do will depend on your achievement standards, curriculum goals, and lesson objectives. \u003cbr\u003eRubrics become the best assessment tools and ultimately the best learning tools when students' performance—what they do, create, say, and write—is the best indicator of the intended classroom outcomes.\u003cbr\u003e\u003cbr\u003e \u003cb\u003eHow to create and use rubrics of various types and topics, self-reflection questions, and examples of student rubric answers.\u003cbr\u003e Includes teaching theory and appendix, and a quick quiz to help you understand the rubric!\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Through classifications such as analytical and holistic rubrics, general and task-specific rubrics, and their pros and cons, teachers can acquire the ability to select, improve, and use appropriate rubrics according to their lesson objectives.\u003cbr\u003e In this process, a variety of rubrics are provided for various subjects such as math, science, Korean, and art.\u003cbr\u003e You can track your learning objectives simply by reading the assessment factors and performance level descriptions listed here.\u003cbr\u003e And that's a well-made rubric.\u003cbr\u003e\u003cbr\u003e \u003cbr\u003eUltimately, the reason rubrics are becoming increasingly important in the educational field is because they help teachers teach well and harmonize classes and assessments.\u003cbr\u003e And most importantly, it allows us to ‘find evidence of learning from students.’\u003cbr\u003e The great advantage of a rubric is that it is not simply for evaluation and grading, but rather for students to learn, to self-evaluate with the teacher and peers, and to understand the objectives of the lesson.\u003cbr\u003e This book presents materials for a variety of grade levels, from elementary school through high school, and is rich in engaging rubric answers and teaching theories.\u003cbr\u003e In this process, we repeatedly ask ourselves the ‘essence of teaching’ with the rubric.\u003cbr\u003e We pay close attention to the growth of each student and check what they can learn from this class.\u003cbr\u003e\u003cbr\u003e \u003cbr\u003eIn particular, the evaluation elements and performance level description examples are specific and excellent enough to be applied immediately.\u003cbr\u003e Provides resources to change the practice of inappropriately combining rubric-based scores with other test scores or grades calculated in other ways, which misrepresents student achievement in final grades.\u003cbr\u003e It offers a detailed explanation of how various rubric materials can be organically aggregated and scored, and how a fair and appropriate grading system is possible without reverting to the percentage-based grading method we have criticized, providing many insights.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e The appendix provides the '6+1 Characteristic Writing Rubric' developed by the author's team for elementary through high school students. Just by looking at the evaluation elements and performance level descriptions provided here, you can grasp the core of the rubric.\u003cbr\u003e\u003cbr\u003e Above all, this book is more than just a rubric guide. \u003cbr\u003eThrough this book, teacher readers will realize that rubrics are ultimately for student learning and growth, and that the process itself is also for teacher learning and growth. \u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e GOODS SPECIFICS \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003ePublication date:\u003c\/strong\u003e December 23, 2022\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003ePage count, weight, size:\u003c\/strong\u003e 264 pages | 386g | 152*205*20mm\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN13:\u003c\/strong\u003e 9791167550873\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN10:\u003c\/strong\u003e 1167550870 \u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cspan\u003e\u003c\/span\u003e\n\n\u003c\/center\u003e\n\n\n\u003c\/center\u003e","brand":"LIBRAIRIE COREENNE","offers":[{"title":"Default Title","offer_id":43894490693674,"sku":"123497","price":25.0,"currency_code":"EUR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0683\/2750\/5962\/files\/0d661325587c41306ada8f1d98c874d4.jpg?v=1765435263","url":"https:\/\/librairie.coreenne.fr\/en\/products\/123497","provider":"LIBRAIRIE COREENNE","version":"1.0","type":"link"}