Recommendations for developing classroom performance assessments and scoring rubrics

By Barbara M. Moskal. 2003

124 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/650139ec07189565c5e7ccc5d260e2405eb1b840

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In Education

Citations in the corpus

Rubric‐referenced self‐assessment and middle school students’ writing (2010, background): “Rubrics as self-assessment tools Rubrics have become popular with teachers as a means of communicating expectations for an assignment, providing focused feedback on works in progress, and grading final products (Andrade 2000; Jonsson and Svingby 2007; Moskal 2003; Popham 1997).”
Rubric-Referenced Self-Assessment and Self-Efficacy for Writing (2009, background): “ Keywords: gender, rubric, self-assessment, self-efficacy, writing Rubrics have become popular with teachers as a means of communicating expectations for an assignment, providing focused feedback on worksin progress, and grading final products (Andrade, 2000; Moskal, 2003; Popham, 1997).”
Student perspectives on rubric-referenced assessment (2005, background): “Rubrics have become popular with teachers as a means of communicating expectations for an assignment, providing focused feedback on works in progress, and grading final products (Andrade, 2000; Goodrich, 1997; Moskal, 2003; Popham, 1997).”
Using rubrics to assess information literacy (2006, methodology): “The careful construction of a rubric is essential to its value as a reliable, objective and valid assessment tool (Moska, 2003).”
Rubric-Referenced Assessment in Teacher Preparation: An Opportunity to Learn by Using. (2010, background): “Rubrics have been demonstrated to result in well-structured and well-defined assignments, and also serve to incorporate a transparent formative assessment into the cycle of learning (Brookhart, 2003; Moskal, 2003; Shephard, 2000; Stiggins, 2001).”
Assessing Assessment Quality: Criteria for Quality Assurance in Design of (Peer) Assessment for Learning--A Review of Research Studies. (2011, methodology): “From literature on test construction and assessment (e.g. Brualdi, 1998; Freeman & Lewis, 1998; Messick, 1994; Moskal, 2003) we extracted seven building blocks that usually are identified as covering the different steps in the construction, delivery and decision making of assessment tasks.”
What's still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels (2004, background): “Several authors also stressed that the performance levels (or score points) should be clearly differentiated through description (Moskal, 2003; Wiggins, 1998).”
Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, background): “final product with higher reliability (Andrade, 2000; Moskal, 2003).”
Digital storytelling: a meaningful technology-integrated approach for engaged student learning (2008, unknown): “Overall, Moskal (2003) recommended six traits that should be considered in developing scoring rubrics: (1) the criteria should be clearly aligned with the requirements of the task and the stated objectives; (2) the criteria should be expressed in terms of observable product characteristics; (3)…”