Rubric‐referenced self‐assessment and middle school students’ writing

By Heidi L. Andrade, Ying Du, Kristina Mycek. 2010

157 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

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).”
Accuracy in student self-assessment: directions and cautions for research (2015, background): “Samples of target performances, particularly exemplars, are associated with improved performance (Andrade et al., 2010; Hewitt, 2001), and might enhance accuracy if the models are used as benchmarks (Dunning et al., 2004).”
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…”
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).”