The progress in the application of rubric materials in chemistry teaching and students’ learning enhancement during 21st century: a systematic review

Abstract 21st century teaching and learning emphasize the full engagement of students for improving their critical thinking and cooperation and the construction of the knowledge that demonstrates deep understanding. However, significant studies reported chemistry as a challenging subject caused of abstract concepts, phenomena and ways used in teaching and assessment. In this regard, rubrics were developed as guidelines to judge and score students’ activities and see their achievements. As an assessment tool, a rubric is crucial in the twenty-first century for self-directed learning and individual students’ assessment of the intended learning outcomes. Some teachers and researchers acknowledge the role of rubrics in teaching and learning chemistry. However, the application of rubrics is quite unconsidered. Thus, the present systematic review stresses the 21st-century overview of rubric materials and their progress in application in chemistry teaching and students’ learning enhancement. In cooperation, chemistry teachers and students are encouraged to successfully use rubrics for teaching, learning and as well as in the assessment process as a supporting learning tool. Rubrics have great importance in helping assessors be consistent in scoring students’ activities and availing assessment anticipations to students. Thus, integrating rubrics in teaching and learning chemistry improves students understanding of this subject.