Quantitative analysis of the rubric as an assessment tool: an empirical study of student peer‐group rating

By J. Hafner, Patti M. Hafner. 2003

286 citations recorded by the source corpus.

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Citations in the corpus

Student responses to criteria‐referenced self‐assessment (2007, background): “’ Studies of self‐evaluation tend to focus on the correlations between self‐ and teacher ratings, which are generally high (Falchikov & Boud, 1989 ; Gruppen et al , 1997 ; Hafner & Hafner, 2003 ).”
Assessment rubrics: towards clearer and more replicable design, research and practice (2017, background): “Sometimes these instructions are as simple as being asked to complete the rubric (Hafner and Hafner 2003); in some other cases more detailed instructions are provided (Panadero and Romero 2014).”
Rubric-Referenced Assessment in Teacher Preparation: An Opportunity to Learn by Using. (2010, background): “Some evidence exists considering how rubrics impact student learning and assessment, as well as relating to the impact of rubric use on the quality of student assignments (Andrade, 2000; Andrade & Du, 2005; Hafner & Hafner, 2003).”
Reliability and validity of rubrics for assessment through writing (2010, unknown): “Although analytic rubrics have emerged as one of the most popular assessment tools in progressive educational programs, there is an unfortunate dearth of information in the literature quantifying the actual effectiveness of the rubric as an assessment tool (Hafner & Hafner, 2003).”
The use of scoring rubrics: Reliability, validity, and educational consequences (2007, methodology): “…the word 'rubric' is understood generally to connote a simple assessment tool that describes levels of performance on a particular task and is used to assess outcomes in a variety of performance-based contexts from kindergarten through college (K-16) education " (Hafner & Hafner, 2003, p. 1509).”
To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014, unknown): “Rubrics have been found to have an impact on learning (Hafner & Hafner, 2003; Panadero et al., 2012) and performance (Andrade, Du, & Mycek, 2010; Andrade, Du, & Wang, 2008; Goodrich Andrade, 2001; McCormick, Dooley, Lindner, & Cummins, 2007; Panadero, 2011).”
A review of rubric use in higher education (2010, methodology): “The few studies that report inter-rater reliability (Simon and Forgette-Giroux 2001; Hafner and Hafner 2003; Dunbar, Brooks, and Kubicka-Miller 2006) tend to show that rubrics can lead to a relatively common interpretation of student performance.”
Student perspectives on rubric-referenced assessment (2005, background): “A recent study by Hafner and Hafner (2003) provides additional evidence that undergraduate students can be effective users of rubrics.”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “Hafner and Hafner (2003) state that providing training is not sufficient.”
The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, result): “…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 students…”