Rubric-Referenced Self-Assessment and Self-Efficacy for Writing

Heidi Andrade · Xiaolei Wang · Ying Du · Robin L. Akawi

203 citations0/0 files storedThe Journal of Educational Research

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Student Assessment and Feedback Innovative Teaching and Learning Methods Writing and Handwriting Education

Abstract

The authors investigated the relation between long- and short-term rubric use (including self-assessment), gender, and self-efficacy for writing by elementary and middle school students (N = 268). They measured long-term rubric use with a questionnaire. They manipulated short-term rubric use by a treatment that involved reviewing a model and using a rubric to self-assess drafts. The authors collected selfefficacy ratings 3 times. Results revealed that girls' self-efficacy was higher than boys' self-efficacy before they began writing. The authors found interactions between gender and rubric use: Average self-efficacy ratings increased as students wrote, regardless of condition, but the increase in the self-efficacy of girls in the treatment group was larger than that for girls in the comparison group, and long-term rubric use associated only with the self-efficacy of girls.

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References

1999Self-Efficacy: The Exercise of Control 1980The Empirical Exploration of Intrinsic Motivational Processes 2003SELF-EFFICACY BELIEFS, MOTIVATION, AND ACHIEVEMENT IN WRITING: A REVIEW OF THE LITERATURE 2001Classroom Applications of Research on Self-Regulated Learning 1997Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.1999Educative assessment: designing assessments to inform and improve student performance 2003SELF-EFFICACY FOR READING AND WRITING: INFLUENCE OF MODELING, GOAL SETTING, AND SELF-EVALUATION 1978Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis.

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2010Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning 2023Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review 2017Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students 2015The fidelity of formative assessment implementation: issues of breadth and quality

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