The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review.

By Ernesto Panadero, A. Jonsson. 2013

762 citations recorded by the source corpus.

The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, procedure, and findings, were compared among the different studies in relation to effects on student performance and selfregulation. Findings indicate that rubrics may have the potential to influence students learning positively, but also that there are several different ways for the use of rubrics to mediate improved performance and self-regulation. There are a number of factors identified that may moderate the effects of using rubrics formatively, as well as factors that need further investigation.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/97495c19581f7c243066847d174b2c3b6e62e463

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

Rubrics to assess critical thinking and information processing in undergraduate STEM courses (2020, methodology): “Rubrics were chosen as the format for our process skill assessment tools because the highest level of each category in rubrics can serve as an explicit learning outcome that the student is expected to achieve (Panadero & Jonsson, 2013).”
The power of internal feedback: exploiting natural comparison processes (2020, background): “Lipnevich et al. (2014) also demonstrated learning differences across analogical and analytical comparisons, although these researchers do not explain their research using these concepts.”
The effect of collaborative writing in an EFL secondary setting (2019, background): “Rubrics have been said to influence learning positively when combined with other instructional interventions including peer-assessment, meta-cognitive or scaffolding of writing (Panadero & Jonsson, 2013).”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “A particular branch of AfL research emphasizing the need for clear criteria is research on scoring rubrics used by students (Jonsson and Svingby 2007; Panadero and Jonsson 2013).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, background): “This is supported by research that has found positive effects on students‟ learning when assessment criteria are explicitly stated (Andrade & Valtcheva, 2009; Jonsson, 2013; Panadero & Jonsson, 2013).”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, methodology): “Gender effects on self-assessment is therefore an under-researched area and several reviews have recommended future research to explore this effect (e.g. Boud & Falchikov, 1989; Brown & Harris, 2013; Panadero & Jonsson, 2013).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “…and relevant standards) may benefit novices because they provide clarity as to what quality performance looks like (Andrade & Valtcheva, 2009; Panadero & Jonsson, 2013), while others have suggested that rubric-based SSA be delayed until greater competence in the domain and veridical SSA is…”
Developing evaluative judgement: enabling students to make decisions about the quality of work (2018, background): “There is extensive diversity of rubric practices (Dawson 2015), some of which may better support the development of evaluative judgement (e.g. formative use (Panadero and Jonsson 2013)) than others.”
Rubrics as a way of providing transparency in assessment (2014, background): “However, this also depends on the educational level at which the studies are performed, as students seem to become less dependent on training and explanations as they proceed through the educational system (Jonsson and Svingby 2007; Panadero and Jonsson 2013).”
Research Based Practices for Improving the Effectiveness of Asynchronous Online Discussion Boards (2018, background): “Exposure to peer responses is also associated with an increase in the negotiation of meaning (Eryilmaz, Thoms, Mary, Kim, & van der Pol, 2015).”
Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, methodology): “Formative use of rubrics The use of rubrics can increase learning and performance under assessment for learning (AfL) and formative assessment conditions (e.g. enhancing self-regulated learning) (Panadero & Jonsson, 2013).”