From the perspective of an instructional designer, student assessment and
evaluation always consume a great amount of time and effort. I have used
rubrics for many years, both created by others, as well as ones I have
created. And yet, there is always another approach that can be taken to
construct a rubric. While the thought of reading another book on rubrics
may not be appealing, this is a delightful book to read and even to read
again.

"Introduction to Rubrics" by Dannelle Stevens and Antonia Levi presents in
a clear and concise method the answers to many questions, both that are
asked and those that are unasked, on creating rubrics. With a practical,
illustrative approach to rubrics, Stevens and Levi have provided us with
an extremely useful and pedagogically sound resource. The book is focused
on both the novice and the experienced faculty member who have either
limited or a vast deal of experience with rubrics.

This book provides a clear and simple process for those involved in
evaluating or assessing student learning. It is refreshing and worthwhile
to read through this book. While the construction of a rubric may be a
daunting task for many instructors, the authors have taken the process and
presented it in such a way that the mysteries of rubric construction
should disappear and time management for instructors should become much
easier * and student expectations should be communicated clearer.

The authors have approached rubrics in a two-part process. First, they
provide an introduction to rubrics. Even though many have used rubrics
created by others, the points that are made are well worth reading and
re-reading. The first part of the book "An Introduction to Rubrics"
includes a chapter that defines a rubric, a chapter that provides a reason
for using rubrics, and concludes with a chapter on the mechanics of rubric
construction. I enjoyed reading and following the step-by-step process
the authors use to develop a rubric. Beginning with a blank rubric, each
step in the process adds more to the rubric until it is complete and ready
to use.

Part Two of the book provides the reader with more examples on rubric
construction, and the use of rubrics within different disciplines.
Beginning with a chapter on the construction of rubrics, a chapter focused
on construction of rubrics with others, a chapter using rubrics to grade,
and ending with a chapter on the discipline specific use of rubrics, this
part of the book answers many of the "How can I make it work for me?"
questions.

A large number of appendices with blank rubrics and rubrics used within
programs provide the reader examples of what can work and what has worked for others. With time and continued use, this book will fast become a "standard" for those involved directly, and indirectly, with student
learning.