메뉴 건너뛰기




Volumn 28, Issue 4, 2017, Pages 1321-1334

How use rubrics for enhancing real formative assessment?;¿Cómo emplear las rúbricas para implementar una verdadera evaluación formativa?

Author keywords

Formative assessment; Learning; Rubric; Self efficacy; Self regulation

Indexed keywords


EID: 85030850541     PISSN: 11302496     EISSN: 19882793     Source Type: Journal    
DOI: 10.5209/RCED.51915     Document Type: Article
Times cited : (17)

References (61)
  • 2
    • 33750055391 scopus 로고    scopus 로고
    • Student perspectives on rubric-referenced assessment
    • Andrade, H., y Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research & Evaluation, 10(3), 1-11.
    • (2005) Practical Assessment, Research & Evaluation , vol.10 , Issue.3 , pp. 1-11
    • Andrade, H.1    Du, Y.2
  • 3
    • 0034423509 scopus 로고    scopus 로고
    • Using rubrics to promote thinking and learning
    • Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.
    • (2000) Educational Leadership , vol.57 , Issue.5 , pp. 13-18
    • Andrade, H.G.1
  • 4
    • 79959982562 scopus 로고    scopus 로고
    • Rubric-referenced self-assessment and middle school students’ writing
    • Andrade, H. L., Du, Y., y Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice, 17(2), 199-214. doi: 10.1080/09695941003696172
    • (2010) Assessment in Education: Principles, Policy & Practice , vol.17 , Issue.2 , pp. 199-214
    • Andrade, H.L.1    Du, Y.2    Mycek, K.3
  • 5
    • 67649596060 scopus 로고    scopus 로고
    • Rubric-Referenced Self-Assessment and Self-Efficacy for Writing
    • Andrade, H. L., Wang, X., Du, Y., y Akawi, R. L. (2009). Rubric-Referenced Self-Assessment and Self-Efficacy for Writing. The Journal of Educational Research, 102(4), 287-302. doi: 10.3200/JOER.102.4.287-302
    • (2009) The Journal of Educational Research , vol.102 , Issue.4 , pp. 287-302
    • Andrade, H.L.1    Wang, X.2    Du, Y.3    Akawi, R.L.4
  • 6
    • 61449257333 scopus 로고    scopus 로고
    • Promoting Learning and Achievement Through Self-Assessment
    • Andrade, H., y Valtcheva, A. (2009). Promoting Learning and Achievement Through Self-Assessment. Theory Into Practice, 48(1), 12-19. doi: 10.1080/00405840802577544
    • (2009) Theory Into Practice , vol.48 , Issue.1 , pp. 12-19
    • Andrade, H.1    Valtcheva, A.2
  • 11
    • 21444433318 scopus 로고    scopus 로고
    • Enhancing teaching through constructive alignment
    • Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364. doi: 10.1007/bf00138871.
    • (1996) Higher Education , vol.32 , Issue.3 , pp. 347-364
    • Biggs, J.1
  • 13
    • 36849073702 scopus 로고    scopus 로고
    • How far have we moved toward the integration of theory and practice in self-regulation?
    • Boekaerts, M., y Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199-210.
    • (2006) Educational Psychology Review , vol.18 , Issue.3 , pp. 199-210
    • Boekaerts, M.1    Cascallar, E.2
  • 15
    • 40949101767 scopus 로고    scopus 로고
    • Estrategias de evaluación de los aprendizajes basados en el proceso
    • Bordas, I., y Cabrera, F. A. (2001). Estrategias de evaluación de los aprendizajes basados en el proceso. Revista Española de Pedagogía, 218, 25-48.
    • (2001) Revista Española de Pedagogía , vol.218 , pp. 25-48
    • Bordas, I.1    Cabrera, F.A.2
  • 16
    • 84882821235 scopus 로고
    • How does self-assessment relate to ideas about learning?
    • D. Boud (Ed.),, New York: Routledge Falmer
    • Boud, D. (1995). How does self-assessment relate to ideas about learning? En D. Boud (Ed.), Enhancing learning through self-assessment (pp. 24-35). New York: Routledge Falmer.
    • (1995) Enhancing learning through self-assessment , pp. 24-35
    • Boud, D.1
  • 18
    • 78951472735 scopus 로고    scopus 로고
    • Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model
    • Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6-25.
    • (2011) Educational Psychologist , vol.46 , Issue.1 , pp. 6-25
    • Efklides, A.1
  • 19
    • 26744466513 scopus 로고    scopus 로고
    • ¿Evaluación? No gracias, calificación
    • Fernández, J. (2006). ¿Evaluación? No gracias, calificación. Cuadernos de Pedagogía, 243, 92-97.
    • (2006) Cuadernos de Pedagogía , vol.243 , pp. 92-97
    • Fernández, J.1
  • 20
    • 84866183019 scopus 로고    scopus 로고
    • Rubrics as a Tool for Learning and Assessment: What Do Baccalaureate Students Think?
    • Gezie, A., Khaja, K., Chang, V. N., Adamek, M. E., y Johnsen, M. B. (2012). Rubrics as a Tool for Learning and Assessment: What Do Baccalaureate Students Think? Journal of Teaching in Social Work, 32(4), 421-437. doi: 10.1080/08841233.2012.705240
    • (2012) Journal of Teaching in Social Work , vol.32 , Issue.4 , pp. 421-437
    • Gezie, A.1    Khaja, K.2    Chang, V.N.3    Adamek, M.E.4    Johnsen, M.B.5
  • 21
    • 84965716345 scopus 로고
    • Two decades of research on teacher expectations: Findings and future directions
    • Good, T. L. (1987). Two decades of research on teacher expectations: Findings and future directions. Journal of Teacher Education, 38 (4), 32-47. doi: 10.1177/002248718703800406.
    • (1987) Journal of Teacher Education , vol.38 , Issue.4 , pp. 32-47
    • Good, T.L.1
  • 22
    • 3042608654 scopus 로고    scopus 로고
    • The effects of instructional rubrics on learning to write
    • Goodrich Andrade, H. (2001). The effects of instructional rubrics on learning to write. Current Issues in Education, 4(4).
    • (2001) Current Issues in Education , vol.4 , Issue.4
    • Goodrich Andrade, H.1
  • 23
  • 24
    • 36049027816 scopus 로고    scopus 로고
    • The use of scoring rubrics: Reliability, validity and educational consequences
    • Jonsson, A., y Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144. doi: 10.1016/j.edurev.2007.05.002
    • (2007) Educational Research Review , vol.2 , Issue.2 , pp. 130-144
    • Jonsson, A.1    Svingby, G.2
  • 25
    • 77952238535 scopus 로고    scopus 로고
    • Development and application of a rubric for evaluating students’ performance on Newton’s laws of motion
    • Kocakülah, M. S. (2010). Development and application of a rubric for evaluating students’ performance on Newton’s laws of motion. Journal of Science Education and Technology, 19, 146-164. doi: 10.1007/s10956-009-9188-9
    • (2010) Journal of Science Education and Technology , vol.19 , pp. 146-164
    • Kocakülah, M.S.1
  • 26
    • 83555164756 scopus 로고    scopus 로고
    • Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning
    • Kostons, D., van Gog, T., y Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132.
    • (2012) Learning and Instruction , vol.22 , Issue.2 , pp. 121-132
    • Kostons, D.1    van Gog, T.2    Paas, F.3
  • 27
    • 0002882315 scopus 로고    scopus 로고
    • A functional-design approach to motivation and self- regulation
    • M. Boekaerts, P. R. Pintrich, y M. Zeidne (Eds.), San Diego, CA: Academic Press
    • Kuhl, J. (2000). A functional-design approach to motivation and self- regulation. En M. Boekaerts, P. R. Pintrich, y M. Zeidne (Eds.), Handbook of self-regulation (pp. 111-169). San Diego, CA: Academic Press.
    • (2000) Handbook of self-regulation , pp. 111-169
    • Kuhl, J.1
  • 28
    • 0007321803 scopus 로고    scopus 로고
    • Teaching self-monitoring skills in statistics
    • D. H. Schunk y B. J. Zimmerman (Eds.),, New York, NY: Guilford Press
    • Lan, W. Y. (1998). Teaching self-monitoring skills in statistics. En D. H. Schunk y B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 86-105). New York, NY: Guilford Press.
    • (1998) Self-regulated learning: From teaching to self-reflective practice , pp. 86-105
    • Lan, W.Y.1
  • 29
    • 50949094490 scopus 로고    scopus 로고
    • Evaluación, calificación, credencialismo y formación inicial del profesorado
    • López, V. M. (2004). Evaluación, calificación, credencialismo y formación inicial del profesorado. Revista Interuniversitaria de Formación Del Profesorado, 18(3), 221-232.
    • (2004) Revista Interuniversitaria de Formación Del Profesorado , vol.18 , Issue.3 , pp. 221-232
    • López, V.M.1
  • 31
    • 84961858838 scopus 로고    scopus 로고
    • Rubrics as catalysts for collaboration: A modest proposal
    • McConnell, K. D. (2013). Rubrics as catalysts for collaboration: a modest proposal. European Journal of Higher Education, 3(1), 74-88. doi: 10.1080/21568235.2013.778043
    • (2013) European Journal of Higher Education , vol.3 , Issue.1 , pp. 74-88
    • McConnell, K.D.1
  • 33
    • 3142765700 scopus 로고    scopus 로고
    • Designing Scoring Rubrics for Your Classroom
    • Disponible en
    • Mertler, C. A. (2001). Designing Scoring Rubrics for Your Classroom. Practical Assessment, Research and Evaluation, 7(25). Disponible en: http://pareonline.net/getvn.asp?v=7&n=25
    • (2001) Practical Assessment, Research and Evaluation , vol.7 , Issue.25
    • Mertler, C.A.1
  • 34
    • 37349048393 scopus 로고    scopus 로고
    • Recommendations for developing classroom performance assessments and scoring rubrics
    • Disponible en
    • Moskal, B. M. (2003). Recommendations for developing classroom performance assessments and scoring rubrics. Practical Assessment, Research & Evaluation, 8(14). Disponible en: http://pareonline.net/getvn.asp?v=8&n=14
    • (2003) Practical Assessment, Research & Evaluation , vol.8 , Issue.14
    • Moskal, B.M.1
  • 36
    • 84885441797 scopus 로고    scopus 로고
    • Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students
    • Panadero, E., y Alonso-Tapia, J. (2013). Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students. Electronic Journal of Research in Educational Psychology, 11(2), 551-576.
    • (2013) Electronic Journal of Research in Educational Psychology , vol.11 , Issue.2 , pp. 551-576
    • Panadero, E.1    Alonso-Tapia, J.2
  • 37
    • 84888828520 scopus 로고    scopus 로고
    • Rubrics vs. self-assessment scripts: Effects on first year university students’ self-regulation and performance
    • Panadero, E., Alonso-Tapia, J., y Huertas, J. A. (2014). Rubrics vs. self-assessment scripts: effects on first year university students’ self-regulation and performance. Infancia Y Aprendizaje, 37 (1), 149-183. doi: 10.1080/02103702.2014.881655
    • (2014) Infancia Y Aprendizaje , vol.37 , Issue.1 , pp. 149-183
    • Panadero, E.1    Alonso-Tapia, J.2    Huertas, J.A.3
  • 38
    • 84907679397 scopus 로고    scopus 로고
    • Teachers’ reasons for using selfassessment: A survey self-report of Spanish teachers
    • Panadero, E., Brown, G. T. L., y Courtney, M. (2014). Teachers’ reasons for using selfassessment: a survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(4), 365-383. doi: 10.1080/0969594X.2014.919247
    • (2014) Assessment in Education: Principles, Policy & Practice , vol.21 , Issue.4 , pp. 365-383
    • Panadero, E.1    Brown, G.T.L.2    Courtney, M.3
  • 39
    • 84952051538 scopus 로고    scopus 로고
    • The Future of Student Self-Assessment: A Review of Known Unknowns and Potential Directions
    • Panadero, E., Brown, G. T. L., y Strijbos, J. W. (2016). The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions. Educational Psychology Review, 28 (4), 803-830. http://doi.org/10.1007/s10648-015-9350-2
    • (2016) Educational Psychology Review , vol.28 , Issue.4 , pp. 803-830
    • Panadero, E.1    Brown, G.T.L.2    Strijbos, J.W.3
  • 40
    • 84874015385 scopus 로고    scopus 로고
    • The use of scoring rubrics for formative assessment purposes revisited: A review
    • Panadero, E., y Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144. doi: 10.1016/j.edurev.2013.01.002
    • (2013) Educational Research Review , vol.9 , pp. 129-144
    • Panadero, E.1    Jonsson, A.2
  • 41
    • 85136717608 scopus 로고    scopus 로고
    • Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation
    • D. Laveault & L. Allal (Eds.),, Springer International Publishing
    • Panadero, E., Jonsson, A., y Strijbos, J.-W. (2016). Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation. En D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation (pp. 311-326). Springer International Publishing. http://doi.org/10.1007/978-3-319-39211-0
    • (2016) Assessment for Learning: Meeting the Challenge of Implementation , pp. 311-326
    • Panadero, E.1    Jonsson, A.2    Strijbos, J.-W.3
  • 42
    • 84893189967 scopus 로고    scopus 로고
    • To Rubric or Not to Rubric? The Effects of Self-Assessment in Self-Regulation, Performance and Self-Efficacy
    • Panadero, E., y Romero, M. (2014). To Rubric or Not to Rubric? The Effects of Self-Assessment in Self-Regulation, Performance and Self-Efficacy. Assessment in Education: Principles, Policy & Practice, 21(2), 133-148.
    • (2014) Assessment in Education: Principles, Policy & Practice , vol.21 , Issue.2 , pp. 133-148
    • Panadero, E.1    Romero, M.2
  • 43
    • 84888821704 scopus 로고    scopus 로고
    • The impact of a rubric and friendship on construct validity of peer assessment, perceived fairness and comfort, and performance
    • Panadero, E., Romero, M., y Strijbos, J. W. (2013). The impact of a rubric and friendship on construct validity of peer assessment, perceived fairness and comfort, and performance. Studies in Educational Evaluation, 39, 195-203. doi: 10.1016/j.stueduc.2013.10.005
    • (2013) Studies in Educational Evaluation , vol.39 , pp. 195-203
    • Panadero, E.1    Romero, M.2    Strijbos, J.W.3
  • 44
    • 78751640871 scopus 로고    scopus 로고
    • An Approach That Examines Sources of Misfit to Improve Performance Assessment Items and Rubrics
    • Parke, C. S. (2001). An Approach That Examines Sources of Misfit to Improve Performance Assessment Items and Rubrics. Educational Assessment, 7(3), 201-225. doi: 10.1207/S15326977EA0703
    • (2001) Educational Assessment , vol.7 , Issue.3 , pp. 201-225
    • Parke, C.S.1
  • 46
    • 62949206224 scopus 로고    scopus 로고
    • Development of Scoring Rubrics for IS Projects as an Assessment Tool IS Academic Program
    • Disponible en
    • Petkov, D., y Petkova, O. (2006). Development of Scoring Rubrics for IS Projects as an Assessment Tool IS Academic Program. Issues in Informing Science and Information Technology, 3, 499-510. Disponible en: http://proceedings.informingscience.org/InSITE2006/IISITPetk214.pdf
    • (2006) Issues in Informing Science and Information Technology , vol.3 , pp. 499-510
    • Petkov, D.1    Petkova, O.2
  • 47
    • 21944432307 scopus 로고    scopus 로고
    • What’s wrong - and what’s right - with rubrics
    • Popham, W. J. (1997). What’s wrong - and what’s right - with rubrics. Educational Leadership, 55(2), 7275.
    • (1997) Educational Leadership , vol.55 , Issue.2 , pp. 7275
    • Popham, W.J.1
  • 48
    • 84870025664 scopus 로고    scopus 로고
    • Effect of Rubrics on Enhancement of Student Learning
    • Reddy, Y. M. (2007). Effect of Rubrics on Enhancement of Student Learning. Educate Journal, 7(1), 3-17.
    • (2007) Educate Journal , vol.7 , Issue.1 , pp. 3-17
    • Reddy, Y.M.1
  • 49
    • 78650537955 scopus 로고    scopus 로고
    • A review of rubric use in higher education
    • Reddy, Y. M., y Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448. doi: 10.1080/02602930902862859
    • (2010) Assessment & Evaluation in Higher Education , vol.35 , Issue.4 , pp. 435-448
    • Reddy, Y.M.1    Andrade, H.2
  • 50
    • 84903121753 scopus 로고    scopus 로고
    • Las eRúbricas ante la evaluación de competencias transversales en Educación Superior
    • Rekalde Rodríguez, I., y Buján Vidales, K. (2014). Las eRúbricas ante la evaluación de competencias transversales en Educación Superior. Revista Complutense de Educación, 25 (2), 355-374. doi: 10.5209/rev_RCED.2014.v25.n2.41594
    • (2014) Revista Complutense de Educación , vol.25 , Issue.2 , pp. 355-374
    • Rekalde Rodríguez, I.1    Buján Vidales, K.2
  • 51
    • 84874009389 scopus 로고    scopus 로고
    • Rubric-referenced assessment in teacher preparation: An opportunity to learn by using
    • Disponible en
    • Reynolds-Keefer, L. (2010). Rubric-referenced assessment in teacher preparation: An opportunity to learn by using. Practical Assessment, Research & Evaluation, 15(8). Disponible en: http://www.pareonline.net/pdf/v15n8.pdf
    • (2010) Practical Assessment, Research & Evaluation , vol.15 , Issue.8
    • Reynolds-Keefer, L.1
  • 53
    • 0035634464 scopus 로고    scopus 로고
    • Effects of teacher knowledge of rubrics on student achievement in four content areas
    • Schafer, W. D., Swanson, G., Bene, N., y Newberry, G. (2001). Effects of teacher knowledge of rubrics on student achievement in four content areas. Applied Measurement in Education, 14, 151-170.
    • (2001) Applied Measurement in Education , vol.14 , pp. 151-170
    • Schafer, W.D.1    Swanson, G.2    Bene, N.3    Newberry, G.4
  • 54
    • 36049017603 scopus 로고    scopus 로고
    • Assessing and improving the quality of group critical thinking exhibited in the final projects of collaborative learning groups
    • Schamber, J. F., y Mahoney, S. L. (2006). Assessing and improving the quality of group critical thinking exhibited in the final projects of collaborative learning groups. The Journal of General Education, 55(2), 103-137. doi: 10.1353/jge.2006.0025
    • (2006) The Journal of General Education , vol.55 , Issue.2 , pp. 103-137
    • Schamber, J.F.1    Mahoney, S.L.2
  • 55
    • 10244250936 scopus 로고    scopus 로고
    • Self-efficacy for reading and writing: Influence of modeling, goalsetting, and self-evaluation
    • Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goalsetting, and self-evaluation. Reading and Writing Quarterly, 19, 159-172.
    • (2003) Reading and Writing Quarterly , vol.19 , pp. 159-172
    • Schunk, D.H.1
  • 56
    • 65649148805 scopus 로고    scopus 로고
    • Assessment as Learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning
    • Torrance, H. (2007). Assessment as Learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education: Principles, Policy & Practice, 14(3), 281-294.
    • (2007) Assessment in Education: Principles, Policy & Practice , vol.14 , Issue.3 , pp. 281-294
    • Torrance, H.1
  • 58
    • 0001982885 scopus 로고    scopus 로고
    • Studying as self-regulated engagement in learning
    • D. J. Hacker, J. Dunlosky, y A. C. Graesser (Eds.),, Hillsdale, NJ: Erlbaum
    • Winne, P. H., y Hadwin, A. F. (1998). Studying as self-regulated engagement in learning. En D. J. Hacker, J. Dunlosky, y A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Hillsdale, NJ: Erlbaum.
    • (1998) Metacognition in educational theory and practice , pp. 277-304
    • Winne, P.H.1    Hadwin, A.F.2
  • 59
    • 0344062650 scopus 로고    scopus 로고
    • Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning
    • Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205.
    • (2003) Educational Psychologist , vol.38 , Issue.4 , pp. 189-205
    • Wolters, C.A.1
  • 60
    • 0002115332 scopus 로고    scopus 로고
    • Attaining self-regulation: A social cognitive perspective
    • M. Boekaerts, P. R. Pintrich, y M. Zeidner (Eds.),, San Diego, CA, US: Academic Press
    • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. En M. Boekaerts, P. R. Pintrich, y M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA, US: Academic Press.
    • (2000) Handbook of self-regulation , pp. 13-39
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.