Rubric Use in Formative Assessment: A Detailed Behavioral Rubric Helps Students Improve Their Scientific Writing Skills

Teaching of Psychology

Volumn 42, Issue 3, 2015, Pages 211-217

  Greenberg, Kathleen P ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

assessment; evaluation; measurement; scoring rubrics; writing skills

Indexed keywords

EID: 84931442208     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1177/0098628315587618     Document Type: Article

References (26)

1. Alonso-Tapia J. Panadero E. (2010). Effects of self-assessment scripts on self-regulation and learning. Journal for the Study of Education and Development, 33, 385–397. doi:10.1174/021037010792215145
2. Andrade H. Valtcheva A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48, 12–19. doi:10.1080/00405840802577544
3. Arter J. A. (2010). Scoring rubrics. Portland, OR: Educational Testing Service.
4. Brownell S. E. Price J. V. Steinman L. (2013). A writing-intensive course improves biology undergraduates’ perception and confidence in their abilities to read scientific literature and communicate science. Advances in Physiology Education, 37, 70–79. doi:10.1152/00138.2012
5. Bruffee K. (1978). The Brooklyn plan: Attaining intellectual growth through peer group tutoring. Liberal Education, 64, 447–468.
6. Cline K. S. (2008). A writing-intensive statistics course. PRIMUS: Problems, Resources, and Issues in Math Undergraduate Studies, 18, 399–410. doi:10.1080/10511970701203239
7. Efklides A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46, 6–25. doi:10.1080/00461520.2011.538645
8. Galer-Unti R. A. Tappe M. K. (2006). Developing written communication and advocacy skills in entry-level health educators through writing-intensive program planning methods courses. Health Promotion Practice, 7, 110–116. doi:10.1177/1524839904270503
9. Graner M. H. (1987). Revision workshops: An alternative to peer editing groups. English Journal, 76, 40–45.
10. Greenberg K. P. (2012). A reliable and valid weighted scoring instrument for use in grading APA-style research reports. Teaching of Psychology, 39, 17–23. doi:10.1177/00986283114306443
11. Hughes I. E. (1995). Peer assessment. Capability, 1, 39–43.
12. Jonsson A. (2008). Educative assessment for/of teacher competency. A study of assessment and learning in the “Interactive Examination” for student teachers (Doctoral dissertation). Retrieved from Malmö University Electronic Publishing. (2008-06-11T10:12:30Z).
13. Jonsson A. Svingby G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130–144. doi:10.1016/j.edurev.2007.05.002
14. Marcus H. (1984). The writing center: Peer tutoring in a supportive setting. English Journal, 73, 66–67.
15. Nicol D. J. Macfarlane-Dick D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199–218. doi:10.1080/03075070600572090
16. Panadero E. Jonsson A. (2013). The use of scoring rubrics for formative assessment: A review. Educational Research Review, 9, 129–144.
17. Reck D. Sabin D. (2012, October). A high-tech solution to the writing crisis. The Atlantic. Retrieved from http://www.theatlantic.com/national/archive/2012/10/a-high-tech-solution-to-the-writing-crisis/263675/
18. Reddy Y. M. Andrade H. (2010). A review of rubric use in higher education. Assessment and Evaluation in Higher Education, 35, 435–448. doi:10.1080/02602930902862859
19. Rourke A. (2013). Assessment ‘as’ learning: The role that peer- and self-review can play towards enhancing student learning. International Journal of Technology, Knowledge, and Society, 8 (3), 1–12.
20. Schneider F. J. (2006). Rubrics for teacher education in community college. Community College Enterprise, 12, 39–55.
21. Stellmack M. A. Keenan N. K. Sandidge R. R. Sipple A. L. Konheim-Kalkstein Y. L. (2012). Review, revise, and resubmit: The effects of self-critique, peer review, and instructor feedback on student writing. Teaching of Psychology, 39, 235–244.
22. The Regents of the University of California. (2012). Calibrated peer review [Online software product]. Retrieved from http://cpr.molsci.ucla.edu
23. Topping K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68, 249–276. doi:10.2307/1170598
24. Topping K. J. (2009). Peer assessment. Theory Into Practice, 48, 20–27.
25. Wolters C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189–205. doi:10.1207/S15326985EP3804_1
26. Yorke M. (2003). Formative assessment in higher education: Moves towards theory and enhancement of pedagogic practice. Higher Education, 45, 477–501.