Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment

Instructional Science

Volumn 42, Issue 4, 2014, Pages 539-559

  Lipnevich, Anastasiya A ^a   McCallen, Leigh N ^a   Miles, Katharine Pace ^a   Smith, Jeffrey K ^b  

^a CITY UNIVERSITY OF NEW YORK   (United States)

^b UNIVERSITY OF OTAGO   (New Zealand)

Author keywords

Classroom assessment; Feedback; Formative assessment

Indexed keywords

EID: 84958108595     PISSN: 00204277     EISSN: 15731952     Source Type: Journal    
DOI: 10.1007/s11251-013-9299-9     Document Type: Article

References (46)

1. Allal, L., & Chanquoy, L. (2004). Introduction. In L. Allal, L. Chanquoy, & P. Largy (Eds.), Revision: Cognitive and instructional processes. Norwell, MA: Kluwer Academic.
2. Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership,57, 13–19.
3. Andrade, H. G. (2001). The effects of instructional rubrics on learning to write. Current Issues in Education, 4(4).
4. Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching,53, 27–30.
5. Andrade, H. G., & Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. The Journal of Educational Research,97, 21–30.
6. Andrade, H. G., & Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research, & Evaluation,10, 1–11.
7. Bailey, R., & Garner, M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teachers’ reflections on their practices. Teaching in Higher Education,15, 187–198.
8. Bangert-Drowns, R. L., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research,61, 213–238.
9. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice,5, 7–68.
10. Black, P., & Wiliam, D. (2009). Developing a theory of formative assessment. Educational Assessment, Evaluation, and Accountability,21, 5–31.
11. Bose, J., & Rengel, Z. (2009). A model formative assessment strategy to promote student-centered self-regulated learning in higher education. US-China Education Review,6(12), 29–35.
12. Brown, E., & Glover, C. (2006). Evaluating written feedback. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 81–91). London: Routledge.
13. Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education,36(4), 395–407.
14. Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438–481.
15. Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research,83(1), 70–120.
16. Fitzgerald, J. (1987). Research on revision in writing. Review of Educational Research,57(4), 481–506.
17. Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication,32(4), 365–387.
18. Foster, G., & Marasco, T. L. (2007). Exemplars: Your best resource to improve student writing. Markham, ON: Pembroke.
19. Hattie, J., & Timperley, H. S. (2007). The power of feedback. Review of Educational Research,77, 81–112.
20. Hayes, J. R. (2004). What triggers revision? In L. Allal, L. Chanquoy, & P. Largy (Eds.), Revision: Cognitive and instructional processes. Norwell, MA: Kluwer Academic.
21. Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing,10, 185–212.
22. Ilgen, D., & Davis, C. (2001). Bearing bad news: Reactions to negative performance feedback. Applied Psychology,49, 550–565.
23. Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education,14(1), 63–76.
24. Kingston, N., & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice,30, 28–37.
25. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: Historical review, meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin,119, 254–284.
26. Lipnevich, A. A., & Smith, J. K. (2009a). Effects of differential feedback on students’ examination performance. Journal of Experimental Psychology: Applied,15, 319–333.
27. Lipnevich, A. A., & Smith, J. K. (2009b). I really need feedback to learn: Students’ perspectives on the effectiveness of differential feedback messages. Educational Assessment, Evaluation, and Accountability,21, 347–367.
28. Matsumura, L. C., Patthey-Chavez, G. G., Valdés, R., & Garnier, H. (2002). Teacher feedback, writing assignment quality, and third-grade students’ revision in lower-and higher-achieving urban schools. The Elementary School Journal,103(1), 3–25.
29. Nicol, D. J., & Macfarlane-Dick, D. (2007). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education,31(2), 199–218.
30. Orsmond, P., Merry, S., & Reiling, K. (2002). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education,27, 309–323.
31. Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing,15, 68–85.
32. Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science,28, 4–13.
33. Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education,35, 435–448.
34. Reid, J. L., Drake, S., & Beckett, D. (2011). Exploring teacher and administrator perceptions of assessment in the face of new assessment policies. Canadian Perspectives: Education Coast to Coast to Coast, 1(1).
35. Riordan, T., & Loacker, G. (2009). Collaborative and systemic assessment of student learning: From principles to practice. In G. Joughin (Ed.), Assessment, learning, and judgement in higher education. Dordrecth: Springer.
36. Roos, B., & Hamilton, D. (2005). Formative assessment: A cybernetic viewpoint. Assessment in Education: Principles, Policy & Practice,12, 7–20.
37. Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching,44, 57–84.
38. Sadler, D. R. (1987). Specifying and promulgating achievement standards. Oxford Review of Education,13, 191–209.
39. Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education,5, 77–84.
40. Shute, V. J. (2008). Focus on formative assessment. Review of Educational Research,78, 153–189.
41. Sinclair, H. K., & Cleland, J. A. (2007). Undergraduate medical students: Who seeks formative feedback? Medical Eduction,41(6), 580–582.
42. Sommers, N. (1980). Revision strategies of student writers and experienced adult writers. College Composition and Communication,31(4), 378–388.
43. Svinicki, M. D., & McKeachie, W. J. (2012). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (Fourteenth ed.). Belmont, CA: Wadsworth.
44. Symonds, K. W. (2004). After the test: Closing the achievement gaps with data. Naperville, IL: Learning Point Associates.
45. Underwood, J. S., & Tregidgo, A. P. (2006). Improving student writing through effective feedback: Best practices and recommendations. Journal of Teaching and Writing,22, 73–97.
46. Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education,11, 49–64.