A scoring rubric with well-defined score categories should assist in maintaining consistent scoring regardless of who the rater is or when the rating is completed (p. 7). Mabry (1999) claimed rubrics promote reliability in performance assessments by standardizing scoring ? (p. 673). Hafner & Hafner (2003) performed a study to quantify the efficacy of rubrics used by students. They determined after performing a three year longitudinal survey that the rubric used in this study shows that it is used consistently by both students and the instructor across the study years. The rubric appears to be gender neutral (dispelling Andrades theory) and the students academic strength has no significant bearing on the way that they employ the rubric. A significant
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