Rubric-referenced self-assessment and middle school students' writing

Assessment in Education: Principles, Policy and Practice

Volumn 17, Issue 2, 2010, Pages 199-214

  Andrade, Heidi L ^a   Du, Ying ^b   Mycek, Kristina ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

^b AMERICAN BOARD OF PEDIATRICS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79959982562     PISSN: 0969594X     EISSN: 1465329X     Source Type: Journal    
DOI: 10.1080/09695941003696172     Document Type: Article

References (35)

1. Andrade, H.G. 2000. Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13-18.
2. Andrade, H.G. 2001. The effects of instructional rubrics on learning to write. Current Issues in Education 44. http://cie.ed.asu.edu/volume4/number4.
3. Andrade, H., and B. Boulay. 2003. The role of rubric-referenced self-assessment in learning to write. Journal of Educational Research 97, no. 1: 21-34.
4. Andrade, H., and Y. Du. 2005. Student perspectives on rubric-referenced assessment. Practical Assessment, Research and Evaluation 10, no. 3: 1-11.
5. Andrade, H., Y. Du, and X. Wang. 2008. 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 Practices 27, no. 2: 3-13.
6. Arter, J., and J. McTighe. 2001. Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press.
7. Bangert-Drowns, R.L., C. Kulik, J. Kulik, and M. Morgan. 1991. The instructional effect of feedback in test-like events. Review of Education Research 61, no. 2: 213-238.
8. Black, P., and D. Wiliam. 1998. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80, no. 2: 139-148.
9. Boud, D., and N. Falchikov. 1989. Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education 18, no. 5: 529-549.
10. Brookhart, S. 2003. Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice 22, no. 4: 5-12.
11. Brophy, J. 1988. Research linking teacher behavior to student achievement: Potential implications for instruction of Chapter 1 students. Educational Psychologist 23, no. 3: 235-286.
12. Butler, D., and P. Winne. 1995. Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research 65, no. 3: 245-281.
13. Cohen, E., R. Lotan, B. Scarloss, S. Schultz, and P. Abram. 2002. Can groups learn? Teachers College Record 104, no. 6: 1045-1068.
14. Crooks, T. 1988. The impact of classroom evaluation practices on students. Review of Educational Research 58, no. 4: 438-481.
15. Hattie, J., and H. Timperley. 2007. The power of feedback. Review of Educational Research 77, no. 1: 81-112.
16. Holmes, L., and L. Smith. 2003. Student evaluations of faculty grading methods. Journal of Education for Business 78, no. 6: 318-323.
17. Jonsson, A., and G. Svingby. 2007. The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review 2, no. 2: 130-144.
18. Messick, S. 1996. Validity of performance assessments. In Technical issues in large-scale performance assessment, ed. G. Philips, 1-18. Washington, DC: National Center for Education Statistics.
19. Moskal, B.M. 2003. Recommendations for developing classroom performance assessments and scoring rubrics. Practical Assessment, Research and Evaluation 8, no. 14. http://PAREonline.net/getvn.asp?v=8&n=14 (accessed 24 November 2003).
20. Niemi, D., J. Wang, D.H. Steinberg, E.L. Baker, and H. Wang. 2007. Instructional sensitivity of a complex language arts performance assessment. Educational Assessment 12, nos. 3/4: 215-237.
21. Orsmond, P., S. Merry, and A. Callaghan. 2004. Implementation of a formative assessment model incorporating peer and self-assessment. Innovations in Education and Teaching International 4, no. 3: 273-290.
22. Popham, J.W. 1997. What's wrong - and what's right - with rubrics. Educational Leadership 55, no. 2: 72-75.
23. Quinlan, A. 2006. Assessment made easy: Scoring rubrics for teachers from K-college. Lanham, MD: Rowman and Littlefield Education.
24. Ross, J., C. Rolheiser, and A. Hogaboam-Gray. 1999. Effects of self-evaluation training on narrative writing. Assessing Writing 6, no. 1: 107-132.
25. Sadler, P., and E. Good. 2006. The impact of self- and peer-grading on student learning. Educational Assessment 11, no. 1: 1-31.
26. Schafer, W., G. Swanson, N. Bené, and G. Newberry. 2001. Effects of teacher knowledge of rubrics on student achievement in four content areas. Applied Measurement in Education 14, no. 2: 151-170.
27. Shepard, L.A. 2000. The role of assessment in a learning culture. Educational Researcher 29, no. 7: 4-14.
28. Spandel, V. 2006. In defense of rubrics. English Journal 96, no. 1: 19-22.
29. Spandel, V., and R.J. Stiggins. 1997. Creating writers: Linking writing assessment and instruction. 2nd ed. New York, NY: Longman.
30. Stiggins, R.J. 2001. Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Merrill/Prentice-Hall.
31. Wiggins, G. 1998. Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass Publishers.
32. Zessoules, R., and H. Gardner. 1991. Authentic assessment: Beyond the buzzword and into the classroom. In Expanding student assessment, ed. V. Perrone, 47-71. Alexandria, VA: ASCD.
33. Zhu, X., Y. Lee, H.A. Simon, and D. Zhu. 1996. Cue recognition and cue elaboration in learning from examples. Proceedings of the National Academy of Sciences 93, no. 3: 1346-51.
34. Zhu, X., and H.A. Simon. 1987. Learning mathematics from examples and by doing. Cognition and Instruction 4, no. 3: 137-66.
35. Zhu, X., D. Zhu, Y. Lee, and H.A. Simon. 2003. Cognitive theory to guide curriculum design for learning from examples and by doing. Journal of Computers in Mathematics and Science Teaching 22, no. 4: 285-322.