Using rubrics for formative purposes: identifying factors that may affect the success of rubric implementations
Cargando...
Fecha
2025-04-01
Título de la revista
ISSN de la revista
Título del volumen
Editor
Routledge
Resumen
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.
Palabras clave
Critical review
Instructional design
Rubrics
Student performance
Systematic review
Instructional design
Rubrics
Student performance
Systematic review
Descripción
Materias
Cita
Jonsson, A., Panadero, E., Pinedo, L., & Fernández-Castilla, B. (2025). Using rubrics for formative purposes: identifying factors that may affect the success of rubric implementations. Assessment in Education: Principles, Policy and Practice, 32(2), 192-211. https://doi.org/10.1080/0969594X.2025.2486947