Effects of Teacher Knowledge of Rubrics on Student Achievement in Four Content Areas

By William D. Shafer, G. Swanson, Nancy H. Bené, G. Newberry. 2001

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To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014, background): “Students and teachers both bene ﬁ t from the use of rubrics; the use of rubrics has a bene ﬁ cial effect on teachers by helping them to clarify their assessment criteria and score fairly (Jonsson & Svingby, 2007; Schafer, Swanson, Bene, & Newberry, 2001).”
Rubric‐referenced self‐assessment and middle school students’ writing (2010, result): “( 2001 ) also lends indirect support to the view of students as users of assessments.”
Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, result): “Similar results have been found in previous research on script effects (Alonso-Tapia & Panadero, 2010; Bannert, 2009; Kostons et al., 2009; Kramarski & Michalsky, 2009, 2010; Montague, 2007) and mixed results on rubrics (Andrade et al., 2009; Jonsson & Svingby, 2007; Schafer et al., 2001).”
The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “Such factors are: different subject matter (Schafer et al., 2001), contextual factors (e.”
Student perspectives on rubric-referenced assessment (2005, background): “Research by Schafer, Swanson, Bene and Newberry (2001) lends indirect support to the view of students as users of assessments.”