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  • 1.
    Jönsson, Anders
    et al.
    School of Teacher Education, Malmo University.
    Svingby, Gunilla
    School of Teacher Education, Malmo University.
    The use of scoring rubrics: reliability, validity and educational consequences2007In: Educational Research Review, ISSN 1747-938X, E-ISSN 1878-0385, Vol. 2, no 2, p. 130-144Article in journal (Refereed)
    Abstract [en]

    Several benefits of using scoring rubrics in performance assessments have been proposed, such as increased consistency of scoring, the possibility to facilitate valid judgment of complex competencies, and promotion of learning. This paper investigates whether evidence for these claims can be found in the research literature. Several databases were searched for empirical research on rubrics, resulting in a total of 75 studies relevant for this review. Conclusions are that: (1) the reliable scoring of performance assessments can be enhanced by the use of rubrics, especially if they are analytic, topic-specific, and complemented with exemplars and/or rater training; (2) rubrics do not facilitate valid judgment of performance assessments per se. However, valid assessment could be facilitated by using a more comprehensive framework of validity when validating the rubric; (3) rubrics seem to have the potential of promoting learning and/or improve instruction. The main reason for this potential lies in the fact that rubrics make expectations and criteria explicit, which also facilitates feedback and self-assessment.

  • 2.
    Panadero, Ernesto
    et al.
    Spanien.
    Jönsson, Anders
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.
    A critical review of the arguments against the use of rubrics2020In: Educational Research Review, ISSN 1747-938X, E-ISSN 1878-0385, Vol. 30Article in journal (Refereed)
    Abstract [en]

    Rubrics are widely used in classrooms at all educational levels across the globe, for both summative and formative purposes. Although the empirical support for the benefits of using rubrics has been steadily growing, so have the criticisms. The aim of this review is to explore the concerns and limitations of using rubrics as proposed by the critics, as well as the empirical evidence for their claims. Criticisms are then contrasted with findings from studies reporting empirical evidence in the opposite direction (i.e. supporting the use of rubrics). A total of 27 publications were identified, and 93 excerpts were extracted, after a detailed content analysis. The criticisms were organized around six broad themes. One of the main findings is that the empirical evidence behind criticisms is, with only a few exceptions, neither direct nor strong. On the contrary, several critics refer to anecdotal evidence and/or personal experiences, which have limited valueas scientific evidence. Another finding is that a number of critics make claims about rubrics with a narrow conceptualization of rubrics in mind. One prevalent assumption is that rubrics are only used for high stakes testing and/or other summative assessment situations. Based on these findings, we advocate a more pragmatic approach to rubrics, where potential limitations of rubrics are investigated empirically and decisions are based on scientific data.

  • 3.
    Panadero, Ernesto
    et al.
    Departament de Psicologia Bàsica, Evolutiva i de l’ Educació, Universitat Autònoma de Barcelona.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    The use of scoring rubrics for formative assessment purposes revisited: a review2013In: Educational Research Review, ISSN 1747-938X, E-ISSN 1878-0385, Vol. 9, p. 129-144Article in journal (Refereed)
    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.

  • 4.
    Panadero, Ernesto
    et al.
    Spanien.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Botella, Juan
    Spanien.
    Effects of self-assessment on self-regulated learning and self-efficacy: four meta-analyses2017In: Educational Research Review, ISSN 1747-938X, E-ISSN 1878-0385, Vol. 22, p. 74-98Article in journal (Refereed)
    Abstract [en]

    This meta-analytic review explores the effects of self-assessment on students' self-regulated learning (SRL) and self-efficacy. A total of 19 studies were included in the four different meta-analyses conducted with a total sample of 2305 students. The effects sizes from the three meta-analyses addressing effects on different measures of SRL were 0.23, 0.65, and 0.43. The effect size from the meta-analysis on self-efficacy was 0.73. In addition, it was found that gender (with girls benefiting more) and certain self-assessment components (such as self-monitoring) were significant moderators of the effects on self-efficacy. These results point to the importance of self-assessment interventions to promote students’ use of learning strategies and its effects on motivational variables such as self-efficacy.

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