hkr.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The use of scoring rubrics for formative assessment purposes revisited: a review
Departament de Psicologia Bàsica, Evolutiva i de l’ Educació, Universitat Autònoma de Barcelona.ORCID iD: 0000-0002-3251-6082
Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)
2013 (English)In: Educational Research Review, ISSN 1747-938X, E-ISSN 1878-0385, Vol. 9, 129-144 p.Article in journal (Refereed) Published
Abstract [en]

The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, procedure, and findings, were compared among the different studies in relation to effects on student performance and selfregulation. Findings indicate that rubrics may have the potential to influence students learning positively, but also that there are several different ways for the use of rubrics to mediate improved performance and self-regulation. There are a number of factors identified that may moderate the effects of using rubrics formatively, as well as factors that need further investigation.

Place, publisher, year, edition, pages
2013. Vol. 9, 129-144 p.
Keyword [en]
Rubrics, Formative assessment, Self-assessment, Peer-assessment, Self-regulation, Learning, Self-grading, Self-efficacy
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-10471DOI: 10.1016/j.edurev.2013.01.002ISI: 000319535000008OAI: oai:DiVA.org:hkr-10471DiVA: diva2:618503
Available from: 2013-04-29 Created: 2013-04-29 Last updated: 2014-08-13Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Panadero, ErnestoJönsson, Anders
By organisation
Avdelningen för NaturvetenskapResearch environment Learning in Science and Mathematics (LISMA)
In the same journal
Educational Research Review
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 493 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf