Teaching With Rubrics: The Good, the Bad, and the Ugly

By Heidi L. Andrade. 2005

379 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/1bf729c9b7f53fe90a8442f0a1da3abdb08e25c7

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In Computer Science Applications

In Education

In Information Systems

Citations in the corpus

Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress (2013, background): “Similarly, the feedforward nature of ‘rubrics’ or marking guides is an effective means of developing shared understandings about academic expectations among tutors and students (Andrade 2005).”
Toward a Model of Student Response to Feedback (2016, background): “Andrade and her colleagues (Andrade, 2005, 2008; Andrade, Du, & Mycek, 2010) note that effective rubrics in writing clarify learning goals, guide educators’ feedback on students’ progress toward the goals, and allow students to judge their final writing product based on the degree to which they have”
An Assessment of Reliability and Validity of a Rubric for Grading APA-Style Introductions (2009, background): “Andrade (2005) claimed that rubrics significantly enhance the learning process by providing both students and instructors with a clear understanding of the goals of the writing assignment and the scoring criteria.”
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment (2014, background): “The Andrade team conducted a series of studies looking at the efficacy of providing rubrics to students on writing tasks (Andrade 2000, 2005; Andrade and Boulay 2003; Goodrich Andrade 2001).”
Peer and self assessment in massive online classes (2013, methodology): “Each assignment included a rubric that described assessment criteria [Andrade 2005].”
A review of rubric use in higher education (2010, background): “Andrade (2005) has argued that rubrics can serve instructional as well as evaluative purposes.”
OECD Reviews of Evaluation and Assessment in Education DENMARK (2011, background): “The coconstruction of rubrics promotes both student learning and reflective teaching practice (Andrade, 2005; Jonsson and Svingby, 2007).”