Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students' writing

Educational Measurement: Issues and Practice

Volumn 27, Issue 2, 2008, Pages 3-13

  Andrade, Heidi L ^a   Du, Ying ^a   Wang, Xiaolei ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

Formative assessment; Rubric; Self assessment; Writing

Indexed keywords

EID: 44149117735     PISSN: 07311745     EISSN: 17453992     Source Type: Journal    
DOI: 10.1111/j.1745-3992.2008.00118.x     Document Type: Article

References (37)

1. Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57 (5), 13–18.
2. Andrade, H. G. (2001, April 18). The effects of instructional rubrics on learning to write. Current Issues in Education, 4 (4). Available at http://cie.ed.asu.edu/volume4/number4.
3. Andrade, H. (2006). The trouble with a narrow view of rubrics. English Journal, 95 (6), 9.
4. Andrade, H., & Boulay, B. (2003). The role of rubric‐referenced self‐assessment in learning to write. Journal of Educational Research, 97 (1), 21–34.
5. Andrade, H., & Du, Y. (2005). Student perspectives on rubric‐referenced assessment. Practical Assessment, Research and Evaluation, 10 (3), 1–11.
6. Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press.
7. Baldwin, D. (2004). A guide to standardized writing assessment. Educational Leadership, 62 (2), 72–75.
8. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Maidenhead, England: Open University Press.
9. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86 (1), 9–21.
10. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80 (2), 139–148.
11. Brookhart, S. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice, 22 (4), 5–12.
12. Cohen, E., Lotan, R., Scarloss, B., Schultz, S., & Abram, P. (2002). Can groups learn? Teachers College Record, 104 (6), 1045–1068.
13. Culham, R. (2003). 6 + 1 traits of writing: The complete guide, grades 3 and up. Portland, OR: Northwest Regional Educational Laboratory.
14. Holmes, L., & Smith, L. (2003). Student evaluations of faculty grading methods. Journal of Education for Business, 78 (6), 318–323.
15. Kohn, A. (2006). The trouble with rubrics. The English Journal, 95 (4), 12–15.
16. Leonhardt, A. (2005). Using rubrics as an assessment tool in your classroom. General Music Today, 19 (1), 10–16.
17. MacDonald, B., & Boud, D. (2003). The impact of self‐assessment on achievement: The effects of self‐assessment training on performance in external examinations. Assessment in Education, 10 (2), 209–220.
18. Moskal, B., & Leydens, J. (2000). Scoring rubric development: Validity and reliability. Practical Assessment, Research and Evaluation, 7 (10). Available online: http://pareonline.net/getvn.asp?v=7&n=10.
19. Orsmond, P., Merry, S., & Callaghan, A. (2004). Implementation of a formative assessment model incorporating peer and self‐assessment. Innovations in Education and Teaching International, 4 (3), 273–290.
20. Popham, J. W. (1997). What's wrong—and what's right—with rubrics. Educational Leadership, 55 (2), 72–75.
21. Quinlan, A. (2006). Assessment made easy: Scoring rubrics for teachers from K‐college. Lanham, MD: Rowman and Littlefield Education.
22. Ross, J., Rolheiser, C., & Hogaboam‐Gray, A. (1999). Effects of self‐evaluation training on narrative writing. Assessing Writing, 6 (1), 107–132.
23. Ross, J. A., Hogaboam‐Gray, A., & Rolheiser, C. (2002). Student self‐evaluation in grade 5–6 mathematics effects on problem‐solving achievement. Educational Assessment, 8 (1), 43–59.
24. Schafer, W., Swanson, G., Bené, N., & Newberry, G. (2001). Effects of teacher knowledge of rubrics on student achievement in four content areas. Applied Measurement in Education, 14 (2), 151–170.
25. Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29 (7), 4–14.
26. Spandel, V., & Stiggins, R. J. (1997). Creating writers: Linking writing assessment and instruction (2nd ed.). New York: Longman.
27. Stallings, V., & Tascione, C. (1996). Student self‐assessment and self‐evaluation. Mathematics Teacher, 89 (7), 548–555.
28. Stiggins, R. J. (2001). Student‐involved classroom assessment (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice‐Hall.
29. Stix, A. (1996, November). Creating rubrics through negotiable contracting and assessment. Paper presented at the National Middle School Conference, Baltimore, MD.
30. White, B. Y., & Frederiksen, J. R. (1995). Developing metacognitive knowledge and processes: The key to making scientific inquiry and modeling accessible to all students. Technical report no. cm‐95‐04. Berkeley: School of Education, University of California at Berkeley.
31. White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling and meta‐cognition: Making science accessible to all students. Cognition and Instruction, 16 (1), 3–118.
32. Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey‐Bass Publishers.
33. Wilson, M. (2006). Rethinking rubrics in writing assessment. Portsmouth, NH: Heinemann.
34. Zessoules, R., & Gardner, H. (1991). Authentic assessment: Beyond the buzzword and into the classroom. In V. Perrone (Ed.), Expanding student assessment. Alexandria, VA: ASCD.
35. Zhu, X., Lee, Y., Simon, H. A., & Zhu, D. (1996). Cue recognition and cue elaboration in learning from examples. Proceedings of the National Academy of Science, 93 (3), 1346–1352.
36. Zhu, X., & Simon, H. A. (1987). Learning mathematics from examples and by doing. Cognition and Instruction, 4, 137–166.
37. Zhu, X., Zhu, D., Lee Y., & Simon, H. A. (2003). Cognitive theory to guide curriculum design for learning from examples and by doing. Journal of Computers in Mathematics and Science Teaching, 22, 285–322.