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The Use and Design of Rubrics to Support Assessment for Learning · Study

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ChapterThe Use and Design of Rubrics to Support Assessment for Learning

Anders Jönsson2016

OA

Chaptergreen2016

The Use and Design of Rubrics to Support Assessment for Learning

Anders Jönsson · Ernesto Panadero

69 citations·0/0 files stored·The enabling power of assessment

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Student Assessment and Feedback Evaluation of Teaching Practices Educational Assessment and Pedagogy

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References

2007The Power of Feedback 2007The use of scoring rubrics: Reliability, validity and educational consequences 2013From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path 1991Complex, Performance-Based Assessment: Expectations and Validation Criteria 2009A review of rubric use in higher education 2013The use of scoring rubrics for formative assessment purposes revisited: A review 2004Interpretations of criteria‐based assessment and grading in higher education 2010Five-Point Likert Items: t test versus Mann-Whitney-Wilcoxon

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Papers that cite the same references — the relational fallback while embeddings are still backfilling.

2016Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing contextarticle · 12 shared references 2020A critical review of the arguments against the use of rubricsarticle · 10 shared references 2023Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Reviewarticle · 9 shared references 2017¿Cómo emplear las rúbricas para implementar una verdadera evaluación formativa?article · 9 shared references 2018Appropriate Criteria: Key to Effective Rubricsarticle · 8 shared references 2017Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with studentsarticle · 8 shared references

Details

Year2016

Typechapter

Published2016-12-29

VenueThe enabling power of assessment

ISSN-L2198-2643

Languageen

Citations69

Files0 public / 0

ShelfStudent Assessment and Feedback

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doi10.1007/978-981-10-3045-1_7

openalex_workW2562080469

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