Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education.

By Ernesto Panadero, J. A. Tapia, J. Huertas. 2012

238 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/96bb4501f85d4d05b6a9c0ff90455c3c07a18aa3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students (2013, methodology): “…implemented have been realized, (Brown & Harris, 2013), and empirical evidence according to the same taxonomy used in this review has been gathered (Alonso-Tapia & Panadero, 2010; Panadero, 2011; Panadero et al., 2012; Panadero, Alonso-Tapia, & Huertas, 2013; Panadero, Alonso-Tapia, & Reche, 2013).”
A Critical Review of Research on Student Self-Assessment (2019, methodology): “Panadero and his colleagues have also done quasiexperimental and experimental research on standards-referenced self-assessment, using rubrics or lists of assessment criteria that are presented in the form of questions (Panadero et al., 2012, 2013, 2014; Panadero and Romero, 2014).”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “In the first of their studies with secondary school students (age M = 15.9), Panadero et al. (2012) found that the level of SRL in the script group, as measured through think-aloud protocols, was higher than in the rubric and control groups.”
The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, methodology): “Newberry, 2001), critical thinking (Schamber & Mahoney, 2006), and landscape analysis in secondary education students (Panadero et al., 2012).”
Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand (2016, background): “Second, at the SRL level we need to avoid too simplistic measures of SRL effects based on interventions as students are not always accurate self-reporters (e.g. Panadero et al., 2012).”
Other-rated personality and academic performance: Evidence and implications (2014, background): “This point was strengthened by more recent meta-analyses by Poropat (2009) and Richardson, Abraham, and Bond (2012), demonstrating reliable associations of personality with learning and academic performance.”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, methodology): “It is possible that gains in self-regulation competence arise from SSA (Brown & Harris, 2013; Panadero et al., 2012), though this is not a universal result (Dinsmore & Wilson, in press).”
To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014, methodology): “capacity to increase self-assessed score accuracy (Jonsson & Svingby, 2007) and to increase self-efficacy on occasions where their use is combined with feedback (Andrade, Wang, Du, & Akawi, 2009; Panadero et al., 2012).”
Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers (2013, methodology): “Regarding self-regulation oriented to performance avoidance goals (Boekaerts & Corno, 2005; Panadero et al., 2012) the self-assessment instruments should decrease these type of negative self-regulation in which the students regulate their actions to avoid the task or focusing just on the grade as…”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, methodology): “In studies like Panadero et al. (2012), Panadero et al. (2013), and Kahrizi et al. (2014), students are provided with instruments (such as rubrics, scripts, or checklists) that can be used to plan, monitor, and/or self-assess own task performance.”
Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, background): “Thinking aloud protocols represent something external to the students’ own measurements, whereas self-reported questionnaires assess students’ self-regulation awareness and, therefore, it is largely affected by students’ individual characteristics (i.e. cognitive load) (Panadero et al., 2012).”