Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric‐Referenced Self‐Assessment on Elementary School Students' Writing

By Heidi L. Andrade, Ying Du, Xiaolei Wang. 2008

243 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cd8fac37f6d90468663c5de586270fa67960b2c8

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

1. Ernesto Panadero
2. A. Jonsson
3. Heidi L. Andrade
4. S. Brookhart
5. Fei Chen
6. Ying Du
7. Anna Valtcheva
8. Zi Yan

In Education

1. Ernesto Panadero
2. Heidi L. Andrade
3. A. Jonsson
4. Zi Yan
5. S. Brookhart
6. Ying Du
7. Fei Chen
8. Anna Valtcheva

Citations in the corpus

• The quality and effectiveness of descriptive rubrics (2015, background): “Rubric use was associated with increased student achievement in writing (Andrade, Du, and Mycek 2010; Andrade, Du, and Wang 2008; Coe et al. 2011), general science (Sadler and Good 2006), social studies (Panadero, Tapia, and Huertes 2012), physics (Kocakülah 2010), mathematics (Yopp and Rehberger…”
• The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “While the interaction between treatment and gender is not significant in some studies (Andrade et al., 2010; Andrade et al., 2008), in other studies the use of rubrics has different effects on boys and girls (Goodrich Andrade, 2001; Goodrich Andrade & Boulay, 2003).”
• Rubric‐referenced self‐assessment and middle school students’ writing (2010, background): “Fortunately, research also shows that students themselves can be useful sources of feedback via self‐assessment (Andrade and Boulay 2003 ; Andrade, Du, and Wang 2008 ; Ross, Rolheiser, and Hogaboam‐Gray 1999 ).”
• Promoting Learning and Achievement Through Self-Assessment (2009, background): “Andrade provides students with a rubric, often by cocreating all or part of it in class by analyzing and critiquing examples of strong and weak pieces of student work (Andrade & Boulay, 2003; Andrade et al., 2008).”
• A Critical Review of Research on Student Self-Assessment (2019, background): “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).”
• Reliability and validity of rubrics for assessment through writing (2010, unknown): “Nevertheless, quantitative and experimental research methods have rarely been used in this regard (Andrade, Du, & Wang, 2008).”
• A review of rubric use in higher education (2010, background): “The themes include student and instructor perceptions of rubric use, the effect of rubrics on learning or academic performances, the use of rubrics as instructional and programme assessments and studies of validity and reliability.”