Rubric‐referenced self‐assessment and middle school students’ writing

Andrade, Heidi L.; Du, Ying; Mycek, Kristina

doi:10.1080/09695941003696172

Cited by 110 publications

(80 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For both students, the analysis of the exemplar report seemed to have a crucial role in the process of reaching a common understanding, as previously suggested by Andrade, Du, and Mycek (2010), as well as Hendry et al (2012). Seeing the operationalization of those criteria seems to contribute to the students understanding of the teacher's expectations.…”

Section: Discussionsupporting

confidence: 53%

“…The use of former reports (with the written feedback) was conducive of learning from mistakes as previously reported (Santos & Gomes, 2006). This study, as well as that of Andrade, Du, and Mycek (2010), also suggests that the analysis of the exemplar report helped students to understand what was required from them. But one of the students (Sara) used the exemplar, as well as the former reports, to copy the layout and terminology (Hendry et al, 2012).…”

Section: Discussionmentioning

confidence: 59%

“…A clear explanation of what is expected helps students to understand the more unclear or less obvious items (which would otherwise be ignored), and overcome the vague, imprecise and subjective parts of some indicators. In the case of more abstract criteria, it is useful to give concrete examples for discussion, such as previous assignments of the students or other students' assignments, as suggested by Andrade, Du, and Mycek (2010), as well as by Hendry, Armstrong, and Bromberger (2012). Sometimes students need to see how assessment criteria can be applied.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…During the discussion of the reports of the second task, an exemplar report was given to the students, as suggested by several authors, like Andrade, Du, and Mycek (2010). This exemplar report was the compilation of the best parts of the reports done by the students of this class.…”

Section: Pedagogical Contextmentioning

confidence: 99%

See 3 more Smart Citations

The way students’ internalize assessment criteria on inquiry reports

Bruno

Santos

Costa

2016

Studies in Educational Evaluation

View full text Add to dashboard Cite

A B S T R A C TThis paper, based on two case studies, presents an interpretative research on the processes used by high school students to internalize the assessment criteria of Physics and Chemistry inquiry reports. Findings support that understanding the assessment criteria is complex, mainly because of its terminology. However the discussion of exemplars can have a crucial role in this process. In order to operationalize the assessment criteria, students used strategies stemming from the social context (teacher, peers and other didactic sources) as well as from their individual experience (errors made, engagement in critical thinking and the creation of a favorable environment). However it also showed that some differences in operationalizing the assessment criteria were related to different students' profile. The results point to a multi-strategy pedagogical approach to enhance students' internalization of assessment criteria. Nevertheless reducing the tension between teachers' expectations and students' own standards of quality showed to be a complex process.

show abstract

Section: Discussionsupporting

confidence: 53%

Section: Discussionmentioning

confidence: 59%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Pedagogical Contextmentioning

confidence: 99%

See 2 more Smart Citations

The way students’ internalize assessment criteria on inquiry reports

Bruno

Santos

Costa

2016

Studies in Educational Evaluation

View full text Add to dashboard Cite

show abstract

“…In a different line of work connected to the co-creation of rubrics, Andrade et al (Andrade, Du, & Mycek, 2010;Andrade, Du, & Wang, 2008; explored how discussing an exemplar affected performance. In these studies, the treatment conditions read a model essay (i.e.…”

Section: But Why Co-create Rubrics?mentioning

confidence: 99%

Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students

Fraile

Panadero

Pardo

2017

Studies in Educational Evaluation

106

View full text Add to dashboard Cite

The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning selfregulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students' activation of learning strategies.

show abstract

Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution

Hartelt,

Martens

2024

J Res Sci Teach

View full text Add to dashboard Cite

Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to self‐regulate their conceptions in the context of evolution, we investigated the effectiveness of two instructional approaches that are based on metacognition and self‐regulated learning: (a) a formative criteria‐referenced self‐assessment of one's conceptions and (b) instruction on conditional metaconceptual knowledge (metacognitive knowledge about why and in which contexts specific conceptions are appropriate or not). We conducted an experimental intervention study using a 2 × 2 factorial (plus an additional control group), pre‐post‐follow‐up‐test design in German upper secondary level biology classes (N = 730). The groups that received one or both interventions had higher conceptual knowledge (i.e., used less intuitive conceptions and/or more scientific conceptions) afterward than those whose conceptions were not addressed: The self‐assessment resulted in higher use of scientific conceptions; the instruction on conditional metaconceptual knowledge additionally resulted in lower use of intuitive conceptions based on cognitive biases, more reported thought processes relating to inhibition of cognitive biases, and a better ability to identify inappropriate phrasing based on cognitive biases. No effects were found on students' self‐reported metaconceptual awareness and regulation. However, the fact that students inhibited their intuitive conceptions in the post‐test indicates that they were indeed metaconceptually aware of and self‐regulated their conceptions. The results suggest that students can be taught to become aware of the differences between intuitive and scientific conceptions and to regulate the use of their intuitive conceptions in a scientific context.

show abstract

Rubric‐referenced self‐assessment and middle school students’ writing

Cited by 110 publications

References 24 publications

The way students’ internalize assessment criteria on inquiry reports

The way students’ internalize assessment criteria on inquiry reports

Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students

Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution

Contact Info

Product

Resources

About