The use of scoring rubrics for formative assessment purposes revisited: A review
Educational Research Review Volume 9, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd
The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, procedure, and findings, were compared among the different studies in relation to effects on student performance and selfregulation. Findings indicate that rubrics may have the potential to influence students learning positively, but also that there are several different ways for the use of rubrics to mediate improved performance and self-regulation. There are a number of factors identified that may moderate the effects of using rubrics formatively, as well as factors that need further investigation.
Panadero, E. & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9(1), 129-144. Elsevier Ltd.
Cited ByView References & Citations Map
Jinlan Tang, School of Online and Continuing Education, Beijing Foreign Studies University, Beijing, China; Yi'an Wu, School of English and International Studies, Beijing Foreign Studies University, Beijing, China
International Journal of Computer-Assisted Language Learning and Teaching Vol. 7, No. 2 (April 2017) pp. 58–74
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