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Using Rubrics To Promote Thinking and Learning.
0 references·16 citing·49 second hopsampled
Using Rubrics To Promote Thinking and Learning. (2000)Using Rubrics To Promote Thinking and Lea…What's still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels (2020)What's still wrong with rubri…Teaching Critical Thinking Skills: Literature Review. (2020)Teaching Critical Thinking Sk…Student perspectives on rubric-referenced assessment (2020)Student perspectives on rubri…Classroom assessment as the co-regulation of learning (2019)Classroom assessment as the c…Appropriate Criteria: Key to Effective Rubrics (2018)Appropriate Criteria: Key to …The quality and effectiveness of descriptive rubrics (2014)The quality and effectiveness…Online peer assessment: effects of cognitive and affective feedback (2011)Online peer assessment: effec…Fostering and Evaluating Reflective Capacity in Medical Education: Developing the REFLECT Rubric for Assessing Reflective Writing (2011)Fostering and Evaluating Refl…Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning (2010)Students as the Definitive So…Rubric-Referenced Self-Assessment and Self-Efficacy for Writing (2009)Rubric-Referenced Self-Assess…Promoting Learning and Achievement Through Self-Assessment (2009)Promoting Learning and Achiev…Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric‐Referenced Self‐Assessment on Elementary School Students' Writing (2008)Putting Rubrics to the Test: …Student responses to criteria‐referenced self‐assessment (2007)Student responses to criteria…Facilitating online discussions effectively (2007)Facilitating online discussio…Teaching With Rubrics: The Good, the Bad, and the Ugly (2005)Teaching With Rubrics: The Go…Developing Measurement Theory for Classroom Assessment Purposes and Uses (2003)Developing Measurement Theory…Handbook of Self-Regulation (2000)The Role of Goal Orientation in Self-Regulated Learning (2000)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The assessment cycle: a model for learning through peer assessment (2015)The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2015)A Critical Review of Research on Student Self-Assessment (2019)The Role of Assessment in a Learning Culture (2000)Inside the Black Box: Raising Standards through Classroom Assessment (2010)To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014)Accuracy in student self-assessment: directions and cautions for research (2015)Self-assessment in the process of self-regulated learning and its relationship with academic achievement (2019)Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis (2020)Experimental and Quasi-Experimental Designs for Research (1963)The use of scoring rubrics: Reliability, validity and educational consequences (2007)Handbook of Self-Regulation of Learning and Performance (2011)Assessment of Learning in Higher Education (2018)A critical review of the arguments against the use of rubrics (2020)Mind in Society: The Development of Higher Psychological Processes (1978)Self-efficacy: the exercise of control (1997)Self-Efficacy: The Exercise of Control (1999)Investigating factors that influence social presence and learning outcomes in distance higher education (2011)A model for social presence in online classrooms (2012)Social presence in online discussions as a process predictor of academic performance (2015)Peer and self assessment in massive online classes (2013)PeerStudio (2015)Scoring Rubric Development: Validity and Reliability (2020)Formative assessment and the design of instructional systems (1989)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)The Power of Feedback (2007)Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity (2015)Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality (2015)Peer Assessment : Learning by Judging and Discussing the Work of Other Learners (2017)Focus Groups: A Practical Guide for Applied Research (1989)Qualitative Interviewing: The Art of Hearing Data (1996)Qualitative Research for Education: An Introduction to Theory and Methods (1997)A cyclical self-assessment process: towards a model of how students engage in self-assessment (2016)Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback (2018)Intraclass correlations: Uses in assessing rater reliability. (1979)The Reflective Practitioner: How Professionals Think in Action (1985)Transformative Dimensions of Adult Learning (1991)Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review (2015)Focus Groups: A Practical Guide for Applied Research (1989)Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners (2006)Qualitative Data Analysis: A Sourcebook of New Methods (1986)Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (1996)Research Methods in Education (2007)Critical thinking in the preschool classroom - A systematic literature review (2022)The Effectiveness of Collaborative Learning on Critical Thinking, Creative Thinking, and Metacognitive Skill Ability: Meta-Analysis on Biological Learning (2022)Redefining learning: student-centered strategies for academic and personal growth (2025)
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  • 2009Promoting Learning and Achievement Through Self-Assessment558 cited
  • 2007Facilitating online discussions effectively543 cited
  • 2005Teaching With Rubrics: The Good, the Bad, and the Ugly436 cited
  • 2011Fostering and Evaluating Reflective Capacity in Medical Education: Developing the REFLECT Rubric for Assessing Reflective Writing386 cited
  • 2007Student responses to criteria‐referenced self‐assessment382 cited
  • 2020Student perspectives on rubric-referenced assessment332 cited
  • 2020Teaching Critical Thinking Skills: Literature Review.286 cited
  • 2014The quality and effectiveness of descriptive rubrics267 cited
  • 2011Online peer assessment: effects of cognitive and affective feedback263 cited
  • 2008Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric‐Referenced Self‐Assessment on Elementary School Students' Writing256 cited
  • 2020What's still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels244 cited
  • 2018Appropriate Criteria: Key to Effective Rubrics243 cited
  • 2003Developing Measurement Theory for Classroom Assessment Purposes and Uses238 cited
  • 2009Rubric-Referenced Self-Assessment and Self-Efficacy for Writing

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203 cited
  • 2010Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning190 cited
  • 2019Classroom assessment as the co-regulation of learning185 cited