The use of scoring rubrics for formative assessment

The use of scoring rubrics for formative assessment purposes revisited: a review

Anders Jonsson

Ernesto Panadero

Professor: Ing. Francisco Bolaños Participants: Espinoza Angélica and Flores Ivanova

RUBRICS

The mainstream research on scoring rubrics has emphasized the summative aspect of assessment.

In recent years, the use of rubrics for formative purposes has gained more attention.

Other studies have shown no difference in the quality of work done by students with and without rubrics.

POSITIVE IMPACT ON STUDENT LEARNING

research on the formative use of rubrics

Rubrics has positive changes in INSTRUCTION and STUDENT LEARNING

The rubric was used in a training program for writing, involving guidance in ‘‘meta-cognitive monitoring’’.

STUDENT- CENTERED WAY

TEACHER WAY

They actually internalize the criteria in the rubric, making them their own, and use them while self-assessing. (Andrade, 1999; Piscitello, 2001)

"CONSTRUCTIVE ALIGNMENT"To enhance the alignment of learning, instruction and assessment (Biggs, 1996)

1. In what ways can the formative use of rubrics mediate improved student performance? 2. Which factors may moderate – either positively or negatively – the effects of using rubrics formatively?

Criteria for inclusion

RELEVANCE (based on empirical data on the use of rubrics.

The use of rubrics had to be for FORMATIVE purposes.

The selection was limited to include only PRINTED and PEER- REVIEWED material

Search terms and databases

• Combination of KEYWORDS and METACOGNITIVE ACTIVITIES were used: self-assessment & rubric/s; peer assessment & rubric/s; self-regulation/self-regulated learning & rubric/s.
• These combinations produced 57 hits. Only 17 were included.

METHODOLOGY

Method of analysis

Analysis : Qualitative nature STEPS

1. Reading the articles (relevant information and inclusion criteria)
2. Extracted info entered into a table
3. Comparison to explore possible patterns

RESULTS

A meta-analysis of 21 studies concluded that using assessment rubrics for formative learning can be effective for improving performance and self-regulation by increasing transparency, reducing anxiety, and encouraging reflection.

Mostly English, but also algebra, educational psychology, social studies, etc.

The studies vary across:

• SUBJECT

• EDUCATIONAL LEVEL

• PERFORMANCE ASSESSED

Predominantly 7th and 8th graders, but also students in grades 3–6 and under-graduate students

Essay writing, but also different projects and oral presentations

hOW THE USE OF RUBRICS MAY MEDIATE IMPROVED STUDENT PERFORMANCE

01 Increasing transparency

02 Reducing anxiety

• Rubrics can aid in communicating teachers' expectations to the students.
• Useful for clarifying the components and requirements of the assignment.

• To know what is expected of their work.
• Increased confidence and making it easier to hand in assignments when having a rubric.

03 AIDING THE FEEDBACK PROCESS

05 SUPPORTING STUDENT SELF-REGULATIONS

04 IMPROVING STUDENT SELF-EFFICACY

• Students reflected on their feedback by reviewing the scores they received from the teacher with the help of the rubric.

• Rubrics have been shown to facilitate both planning and self-assessment.
• Indications help students in checking their work in progress.

• Students may need to be confronted with teachers’ feedback regarding their performance in order to have a realistic opinion about their advances.

factors moderating the effects of using rubrics formatively

educational level and lenght of intervention

other factors

combination of rubrics and meta-cognitive activities

gender

topic/ performance

Rubric in combination with explicit instruction and modeling, as well as training in meta-cognitive monitoring and scaffolding of writing.

Rubrics has different effects on boys and girls. Girls have higher self-efficacy than boys. Girls are more confident when they created their own feedback.

Writing

• Students' ability to self-assess
• Analyses of classroom situations
• Design of conceptual maps and multimedia material for pedagogical purposes
• Project design

Critical thinking

Longer and larger interventions are typically needed in order to produce positive results in schools. More crucial for younger students.

Different subject matter Contextual factors Students’ time to revise Socio-economic factors How accessible the language in the rubric is

DISCUSSION

The aim of this literature review was to investigate how the formative use of rubrics may mediate improved performance, as well as to identify factors that may moderate the effects of using rubrics formatively, in order to guide future research in this area.

• To use an experimental or quasi-experimental research design rather than a descriptive design.

• To examine the effects of using different rubric designs (holistic vs. analytical; varied by the number of levels; task specific vs. generic) on student learning.

• To examine whether personal differences in the use of rubrics such as prior academic performance, self-regulation strategies and goal orientation have an effect on student learning.

• They can compare how the use of rubrics with different activities (feedback, self- and peer assessment) affects student learning, and whether there is a relationship between gender and the use of rubrics.

Future lines of research

thanks!

Ernesto Panadero, Anders Jonsson, The use of scoring rubrics for formative assessment purposes revisited: A review, Educational Research Review, Volume 9, 2013, Pages 129-144, ISSN 1747-938X, https://doi.org/10.1016/j.edurev.2013.01.002. (https://www.sciencedirect.com/science/article/pii/S1747938X13000109)