Student perspectives on rubric-referenced assessment

By Heidi L. Andrade, Ying Du. 2005

366 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b9b7fd76ee7f12fbcc5dded834fd189a260925dc

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Citations in the corpus

The quality and effectiveness of descriptive rubrics (2015, background): “Using rubrics is associated with increased student self-efficacy in elementary and middle school writing (Andrade et al. 2009) and in undergraduate mathematics (Yopp and Rehberger 2009). Using rubrics is associated with increased student self-regulation in secondary social studies (Panadero, Tapia, ”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, methodology): “experience less anxiety when using rubrics for self-assessment (Andrade and Du 2005).”
The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “While some studies suggest that student performance can be improved by involving the students in the use and development of rubrics (e.g. Andrade & Du, 2005; Hafner & Hafner, 2003; McCormick, Dooley, Lindner, & Cummins, 2007), other studies showed no differences in the quality of the work done by…”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “With the aid of explicit criteria, students are thought to become more motivated to perform the task and also able to set more realistic goals for themselves (Andrade and Du 2005; Jonsson 2014; Panadero and Alonso-Tapia 2013).”
Rubric-Referenced Self-Assessment and Self-Efficacy for Writing (2009, background): “In a qualitative study (Andrade & Du, 2005), undergraduates reported that criteriareferenced self-assessment made them feel more motivated and confident about their work.”
The Role of Rubrics in Advancing and Assessing Student Learning (2007, background): “An often unrecognized benefit of rubrics is that they can make learning expectations or assumptions about the tasks themselves more explicit (Andrade & Ying, 2005).”
A review of rubric use in higher education (2010, background): “The undergraduate and graduate business students (N = 150) in Bolton’s (2006) study asserted that rubrics enabled them to engage in important processes, including identifying critical issues in an assignment and, thereby, reducing uncertainty and doing more meaningful work, determining the amount of”
Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers (2013, result): “This is in line with previous research showing that the students have a good perception of the rubric usefulness (Andrade & Du, 2005; Reynolds-Keefer, 2010).”
The Development and Test of the Public Speaking Competence Rubric (2012, background): “Research indicates that students appreciate rubrics because they are useful in planning their approaches to assignments, help them to produce higher quality work, help them to focus their efforts and reduce their anxiety about assignments (Andrade & Du, 2005).”
Rubric-Referenced Assessment in Teacher Preparation: An Opportunity to Learn by Using. (2010, methodology): “This study supports Andrade and Du (2005) in their assertion that rubrics serve as tools for students, and that the ways in which students report using rubrics underscores their potential importance as a part of the assessment cycle (Black and William, 1998; Brookhart, 2003).”
Assessment rubrics: towards clearer and more replicable design, research and practice (2017, background): “Students can also be involved in the creation of rubrics and identification of criteria (Andrade and Du 2005; Boud and Soler 2015).”
Rubric‐referenced self‐assessment and middle school students’ writing (2010, background): “In a qualitative study of undergraduates who had engaged in regular criterion-referenced self-assessment of their work for a course in educational psychology (Andrade and Du 2005), students reported that they actively used rubrics to support their learning and academic performance.”
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment (2014, background): “Rubrics have been shown to be effective for communicating expectations to students (Andrade and Du 2005).”
Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, background): “However, as shown by Andrade and Du (2005) and replicated by Reynolds-Keefer (2010), students may perceive rubrics as instruments to reach the teachers’ demands and standards.”
To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014, methodology): “To avoid this ﬂ aw, the rubric should be designed with the students who are the end-users (Andrade & Du, 2005).”