Exploring the role of rubrics in the assessment process in History: a scoping review
Abstract
This article presents a scoping review on the use of assessment rubrics in the field of History education, mapping how international literature has addressed this practice. The study aims to investigate the available evidence on the application of rubrics across different educational levels, guided by the following research question: How does international literature approach the application and impact of rubrics in various levels of History teaching? Formative assessment, understood as a strategy for the continuous monitoring of learning, emerges as a counterpoint to traditional evaluation practices focused on memorization. In this context, rubrics are identified as tools capable of enhancing objectivity, transparency, and coherence in assessment practices. The review analyzed 17 articles published between 2014 and 2024, retrieved from the Web of Science, Scopus, and Oasisbr databases. Inclusion criteria prioritized empirical and theoretical studies that explicitly address the field of History education. The findings indicate that rubrics are most frequently employed in the evaluation of active learning methodologies, written production, and the development of historical thinking and competencies. However, few studies consider rubrics as the primary object of investigation, with most referring to them only as components of broader methodological approaches. The study concludes that rubrics hold significant potential as pedagogical tools for promoting more equitable and formative assessment in History education. Nevertheless, their effective implementation requires targeted teacher training. The article recommends investing in continuing professional development programs that prepare educators to design and apply rubrics aligned with the goals of historical education. Furthermore, it emphasizes the need for research that investigates the long-term effects of rubric use on students’ critical, reflective, and narrative skills throughout their academic trajectories.
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