Examinando por Autor "Jonsson, Anders"

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    A critical review of the arguments against the use of rubrics
    (Elsevier Ltd., 2020-03-23) Panadero, Ernesto; Jonsson, Anders
    Rubrics are widely used in classrooms at all educational levels across the globe, for both summative and formative purposes. Although the empirical support for the benefits of using rubrics has been steadily growing, so have the criticisms. The aim of this review is to explore the concerns and limitations of using rubrics as proposed by the critics, as well as the empirical evidence for their claims. Criticisms are then contrasted with findings from studies reporting empirical evidence in the opposite direction (i.e. supporting the use of rubrics). A total of 27 publications were identified, and 93 excerpts were extracted, after a detailed content analysis. The criticisms were organized around six broad themes. One of the main findings is that the empirical evidence behind criticisms is, with only a few exceptions, neither direct nor strong. On the contrary, several critics refer to anecdotal evidence and/or personal experiences, which have limited value as scientific evidence. Another finding is that a number of critics make claims about rubrics with a narrow conceptualization of rubrics in mind. One prevalent assumption is that rubrics are only used for high stakes testing and/or other summative assessment situations. Based on these findings, we advocate a more pragmatic approach to rubrics, where potential limitations of rubrics are investigated empirically and decisions are based on scientific data.
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    Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: a meta-analytic review
    (Springer, 2023-12-07) Panadero, Ernesto; Jonsson, Anders; Pinedo Castillo, Leire ; Fernández Castilla, Belén
    Rubrics are widely used as instructional and learning instrument. Though they have been claimed to have positive effects on students’ learning, these effects have not been meta-analyzed. Our aim was to synthesize the effects of rubrics on academic performance, self-regulated learning, and self-efficacy. The moderator effect of the following variables was also investigated: year of publication, gender, mean age, educational level, type of educational level (compulsory vs. higher education), number of sessions, number of assessment criteria, number of performance levels, use of self and peer assessment, research design, and empirical quality of the study. Standardized mean differences (for the three outcomes) and standardized mean changes (SMC; for academic performance) were calculated from the retrieved studies. After correcting for publication bias, a moderate and positive effect was found in favor of rubrics on academic performance (g = 0.45, k = 21, m = 54, 95% CI [0.312, 0.831]; SMC = 0.38, 95% CI [0.02, 0.75], k = 12, m = 30), whereas a small pooled effect was observed for self-regulated learning (g = 0.23, k = 5, m = 17, 95% CI [-0.15, 0.60]) and for self-efficacy (g = 0.18, k = 3, m = 5, 95% CI [-0.81, 0.91]). Most of the moderator variables were not significant. Importantly, to improve the quality of future reports on the effects of rubrics, we provide an instrument to be filled out for rubric scholars in forthcoming studies.
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    Using rubrics for formative purposes: identifying factors that may affect the success of rubric implementations
    (Routledge, 2025-04-01) Jonsson, Anders; Panadero, Ernesto ; Pinedo Castillo, Leire ; Fernández Castilla, Belén
    The formative use of rubrics seems to have the potential of promoting student learning, supposedly by making expectations and criteria explicit. However, there is a variation in effects on how well students perform on academic tasks when supported by rubrics. The aim of this study was to identify factors in rubric interventions that may potentially explain this variation in effects. This was investigated by analysing 15 ‘high-quality studies’ reporting on rubric interventions. The ‘success’ of these studies was ranked, based on the effect size on academic performance from rubric interventions. We performed a content analysis, searching for similarities and differences in procedures and instrumentation. Our analysis revealed two key characteristics common to successful interventions: First, teachers explain both the content of the rubric and its application for formative purposes. Second, an effective sequence involves students writing or producing work, followed by feedback or self-assessment, and subsequent revision.