Role of Rubric-Referenced Self-Assessment in Learning to Write

By Heidi L. Andrade, Beth A. Boulay. 2003

182 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ad1f68ff8ca597ac45eb101492ccb8ab7f255d77

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

Student responses to criteria‐referenced self‐assessment (2007, background): “Some research suggests that such differences may exist (Goodrich, 1996; Andrade & Boulay, 2003), while other studies found no differences (Dweck et al., 1978; Roberts & Nolen-Hoeksema, 1989).”
Student perspectives on rubric-referenced assessment (2005, methodology): “The groups were segregated by gender because earlier research suggests that males and females may respond differently to rubricreferenced self-assessment (Andrade & Boulay, 2003; Goodrich, 1996).”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, methodology): “…effect sizes) participated in two self-assessment lessons, during which they used a rubric for essay writing to assess the quality of their drafts (Andrade & Boulay, 2003), the students in the former (i.e. high effect size) also received rubrics articulating assessment criteria…”
The Reliability, Validity, and Utility of Self-Assessment (2006, background): “Similarly Andrade and Boulay (2003) found that teaching grade 7-8 students how to use a rubric for self-assessment improved writing performance, although the effects were limited to females for one of two writing genres. McDonald and Boud (2003) found positive achievement effects for self assessment”
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).”
The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “…majority of cases is student writing (Andrade, Buff, et al., 2009; Andrade, Du, & Mycek, 2010; Andrade, Du, & Wang, 2008; Brown et al., 2004; Goodrich Andrade, 2001; Goodrich Andrade & Boulay, 2003), there are several other performances that have been shown to improve through the use of rubrics.”
Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom (2016, unknown): “In L1 writing, self-assessment and self-reflection have long been promulgated in the process writing and portfolio-based classrooms (Andrade and Boulay 2003; Elbow and Belanoff 1997; Yancey 1998).”
Promoting Learning and Achievement Through Self-Assessment (2009, background): “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.”
A Critical Review of Research on Student Self-Assessment (2019, unknown): “However, my research favors self-assessment with regard to standards (Andrade and Boulay, 2003; Andrade and Du, 2007; Andrade et al., 2008, 2009, 2010), as does related research by Panadero and his colleagues (see below).”
A meta-analysis of writing instruction for adolescent students. (2007, background): “…condition P 0.26 Guastello (2001) 4 full range 167 N students taught to score rubric for evaluating their writing versus no-treatment control J 1.27 Andrade and Boulay (2003) 7–8 full range 119 N,E students taught to self-assess writing by means of scoring versus familiarization with the…”
Design and evaluation of a development portfolio: how to improve students’ self-directed learning skills (2009, background): “Students collect information on their own performance, reflect on and evaluate the quality of their work and their learning, and see how it matches the goals and/or the standards for their work (Andrade & Boulay, 2003; Paris & Paris, 2001).”
Rubric‐referenced self‐assessment and middle school students’ writing (2010, background): “Email: handrade@uamail.albany.edu 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.”