ABSTRACT
This chapter critically examines the rubric scholarship from four pedagogically focused journals in communication (Basic Communication Course Annual, Communication Education, Communication Teacher, and Journal of Communication Pedagogy) in order to capture the ways rubrics are understood in the oral communication classroom. The emergent findings from our systematic literature review identified six categories of rubric scholarship: (1) Rubrics to expand access, (2) how to use rubrics/best practices, (3) student-focused approaches to rubrics, (4) technology and rubrics, (5) developing and testing rubrics, and (6) assessment of learning outcomes. Our findings only not illuminate future research possibilities but also highlight opportunities for rubric use in public speaking courses, such as the creation of dialogic or invitational rubrics and the practice of ungrading.
