Using Rubrics To Promote Thinking and Learning.

By Heidi L. Andrade. 2000

566 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8ea5836dc2c3b476d2fbc7eafc541a03f5b8060d

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Citations in the corpus

The Effects of Instructional Rubrics on Learning to Write (2001, background): “"Instructional rubrics" are rubrics that have been explicitly designed to support as well as to evaluate student learning (Goodrich Andrade, 2000).”
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).”
Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning (2010, background): “clear criteria on which to base self-assessment—can be met by reviewing models and/or introducing a rubric (Andrade, 2000).”
Developing Measurement Theory for Classroom Assessment Purposes and Uses (2005, background): “For example, Andrade (2000) described how teachers can work with students to create instructional rubrics that enhance student learning and thinking about their ownwork.”
Teaching With Rubrics: The Good, the Bad, and the Ugly (2005, background): “( Andrade 2000).”
What's still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels (2004, background): “The most useful rubrics for promoting learning in the classroom have been called instructional rubrics (Goodrich Andrade, 2000), analytic-trait rubrics (Arter & McTighe, 2001;Wiggins, 1998), and skill-focused rubrics (Popham, 1999).”
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).”
Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric‐Referenced Self‐Assessment on Elementary School Students' Writing (2008, background): “R 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; Moskal & Leydens, 2000; Popham, 1997; Quinlan, 2006).”
The Trouble with Rubrics (2006, background): “In any case, it’s certainly not going to shift our rationale away from (1) or (2) and toward (3).”
From feedback to revisions: Effects of feedback features and perceptions (2020, background): “Using rubrics with descriptive scales that specify important strengths and typical weaknesses insures that students know what is expected from them (Andrade, 2000; Sadler, 1989).”
Rubric‐referenced self‐assessment and middle school students’ writing (2010, background): “Andrade et al. For example, a study of seventh and eighth grade students’ writing by Andrade and Boulay (2003) found a positive relationship between self-assessment and quality of writing, especially for girls.”
Research Based Practices for Improving the Effectiveness of Asynchronous Online Discussion Boards (2018, background): “• Provide students with a grading rubric which outlines expectations for initial and follow up responses (Andrade, 2000; Angeli, Valanides, & Bonk, 2003; Gilbert & Dabbagh, 2005; Eryilmaz, Thoms, Mary Kim, & van der Pol, 2015; Panadero & Jonsson, 2013; Penny & Murphy, 2009; Wyss, Freedman, & Siebert”
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).”
Teaching Critical Thinking Skills: Literature Review. (2020, methodology): “A considerable number of example rubrics are now available as guides (Ennis 1993; Facione & Facione 1994; Andrade 2000; Mansilla, Duraisingh, Wolfe, & Haynes 2009).”