Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric‐Referenced Self‐Assessment on Elementary School Students' Writing

Heidi Andrade · Ying Du · Xiaolei Wang

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

Abstract

The purpose of this study was to investigate the effect of reading a model written assignment, generating a list of criteria for the assignment, and self‐assessing according to a rubric, as well as gender, time spent writing, prior rubric use, and previous achievement on elementary school students' scores for a written assignment (N = 116). Participants were in grades 3 and 4. The treatment involved using a model paper to scaffold the process of generating a list of criteria for an effective story or essay, receiving a written rubric, and using the rubric to self‐assess first drafts. The comparison condition involved generating a list of criteria for an effective story or essay, and reviewing first drafts. Findings include a main effect of treatment and of previous achievement on total writing scores, as well as main effects on scores for the individual criteria on the rubric. The results suggest that using a model to generate criteria for an assignment and using a rubric for self‐assessment can help elementary school students produce more effective writing.

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2014To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy 2019Self-assessment in the process of self-regulated learning and its relationship with academic achievement 2015Accuracy in student self-assessment: directions and cautions for research 2009Rubric-Referenced Self-Assessment and Self-Efficacy for Writing 2010Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning

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