Not Sure Which Rubric to Use? Consider Cognitive Science Principles of Learning

Abstract

The author describes two general principles of learning that have emerged from cognitive science and argues that analytic rubrics that capture these aspects may be particularly effective as instructional and assessment tools.

Key words::

• cognitive science
• learning
• research
• rubrics
• student assessment

Acknowledgment: The author would like to thank Xavier Zavala, whose thoughtful teaching and insights helped motivate this work.

Additional information

Notes on contributors

Elida V. Laski

Elida V. Laski is an Associate Professor in the Lynch School of Education at Boston College where she teaches and conducts research on the application of cognitive science to educational practice. Formerly, she served as an elementary teacher and instructional coach. Email: [email protected]