ABSTRACT
This book seeks to explore and explain the fundamental ideas and tensions concerning assessment rubrics. It seeks to portray different issues and ideals that underpin the construction and use of rubrics, and to offer readers a text that may assist in articulating desired learning and educational outcomes. But given the infinite possibilities in educational endeavour against the finite limitations of language expression, there remains a risk that by explicating what is observable about assessment rubrics in this book, agendas and needs may become marginalized through inadvertent omission. This first introductory chapter begins the narrative of the book by challenging a common misconception that the mere use of an assessment rubric would automatically translate into greater assessment transparency that enhances evaluative precision and learner autonomy. The reality of rubrics being used for different purposes and agendas is acknowledged, and the remaining chapters address a diversity and contrasts of issues, agendas and priorities in assessment rubric practice.
