Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: a meta-analytic review

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dc.contributor.authorPanadero, Ernesto
dc.contributor.authorJonsson, Anders
dc.contributor.authorPinedo Castillo, Leire
dc.contributor.authorFernández Castilla, Belén
dc.date.accessioned2025-06-02T15:48:03Z
dc.date.available2025-06-02T15:48:03Z
dc.date.issued2023-12-07
dc.date.updated2025-06-02T15:48:03Z
dc.description.abstractRubrics 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.en
dc.description.sponsorshipResearch funded by Spanish National R+D call from the Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2020), Reference number: PID2019-108982 GB-I00en
dc.identifier.citationPanadero, E., Jonsson, A., Pinedo, L., & Fernández-Castilla, B. (2023). Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: a meta-analytic review. Educational Psychology Review, 35(4). https://doi.org/10.1007/S10648-023-09823-4
dc.identifier.doi10.1007/S10648-023-09823-4
dc.identifier.eissn1573-336X
dc.identifier.issn1040-726X
dc.identifier.urihttp://hdl.handle.net/20.500.14454/2909
dc.language.isoeng
dc.publisherSpringer
dc.rights© The Author(s) 2023
dc.subject.otherAcademic performance
dc.subject.otherMeta-analysis
dc.subject.otherRubrics
dc.subject.otherSelf-efficacy
dc.subject.otherSelf-regulated learning
dc.titleEffects of rubrics on academic performance, self-regulated learning, and self-efficacy: a meta-analytic reviewen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.issue4
oaire.citation.titleEducational Psychology Review
oaire.citation.volume35
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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