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The Use and Design of Rubrics to Support Assessment for Learning
16 references·0 citing·49 second hop
The Use and Design of Rubrics to Support Assessment for Learning (2016)The Use and Design of Rubrics to Support …Student perspectives on rubric-referenced assessment (2020)Student perspectives on rubri…Assessment rubrics: towards clearer and more replicable design, research and practice (2015)Assessment rubrics: towards c…To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014)To rubric or not to rubric? T…The quality and effectiveness of descriptive rubrics (2014)The quality and effectiveness…The use of scoring rubrics for formative assessment purposes revisited: A review (2013)The use of scoring rubrics fo…From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path (2013)From Cognitive Modeling to Se…Facilitating productive use of feedback in higher education (2012)Facilitating productive use o…Five-Point Likert Items: t test versus Mann-Whitney-Wilcoxon (2010)Five-Point Likert Items: t te…A review of rubric use in higher education (2009)A review of rubric use in hig…Indeterminacy in the use of preset criteria for assessment and grading (2008)Indeterminacy in the use of p…The use of scoring rubrics: Reliability, validity and educational consequences (2007)The use of scoring rubrics: R…The Power of Feedback (2007)The Power of FeedbackAssessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1 (2007)Assessment as learning? How t…Interpretations of criteria‐based assessment and grading in higher education (2004)Interpretations of criteria‐b…The Importance of Marking Criteria in the Use of Peer Assessment (1996)The Importance of Marking Cri…Complex, Performance-Based Assessment: Expectations and Validation Criteria (1991)Complex, Performance-Based As…Observations from the Field (2006)Using rubrics to assess information literacy (2006)Teaching More by Grading Less (or Differently) (2014)Assessment and Classroom Learning (1998)Teaching For Quality Learning At University (1999)Developing evaluative judgement: enabling students to make decisions about the quality of work (2017)Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017)Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis (2020)Comparing the quality of human and ChatGPT feedback of students’ writing (2024)Motivational processes affecting learning. (1986)Formative assessment and the design of instructional systems (1989)Does student engagement in self-assessment calibrate their judgement over time? (2013)The Nature of Expertise (2014)A review of feedback models and typologies: Towards an integrative model of feedback elements (2021)The Concept of Validity. (2004)Publication Bias in the Organizational Sciences (2012)A Comparison of Consensus, Consistency, and Measurement Approaches to Estimating Interrater Reliability (2020)Educational Measurement. (1951)Educational measurement, 3rd ed. (1989)Shifting Conceptions of Validity in Educational Measurement: Implications for Performance Assessment (1992)Can There Be Validity Without Reliability? (1994)Authentic Learning Environments (2013)A theory of data. (1960)Teaching for Quality Learning at University: What the Student Does (1999)Developing Effective Assessment in Higher Education: A Practical Guide (2007)Authentic assessment: creating a blueprint for course design (2017)Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context (2019)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: the exercise of control (1997)Self-Efficacy: The Exercise of Control (1999)Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning (2013)Perseverant grit and self-efficacy: Are both essential for children’s academic success? (2018)Supporting students’ self-regulated learning in online learning using artificial intelligence applications (2023)Optimal number of response categories in rating scales: reliability, validity, discriminating power, and respondent preferences (2000)Likert scales: how to (ab)use them (2004)Resolving the 50‐year debate around using and misusing Likert scales (2008)Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality (2016)How financial literacy and demographic variables relate to behavioral biases (2018)Likert-Type Scale (2025)Communities of Practice (1998)Communities of practice learning, meaning, and identity (1999)Assessment for Learning revisited: an Asia-Pacific perspective (2009)Getting to the heart of authentic Assessment for Learning (2011)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Developing the theory of formative assessment (2009)The development of student feedback literacy: enabling uptake of feedback (2018)
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References

  • 2007The Power of Feedback12,871 cited
  • 2007The use of scoring rubrics: Reliability, validity and educational consequences1,416 cited
  • 2013From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path987 cited
  • 1991Complex, Performance-Based Assessment: Expectations and Validation Criteria928 cited
  • 2009A review of rubric use in higher education916 cited
  • 2013The use of scoring rubrics for formative assessment purposes revisited: A review836 cited
  • 2004Interpretations of criteria‐based assessment and grading in higher education602 cited
  • 2010Five-Point Likert Items: t test versus Mann-Whitney-Wilcoxon563 cited
  • 2008Indeterminacy in the use of preset criteria for assessment and grading489 cited
  • 2007Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1420 cited
  • 2012Facilitating productive use of feedback in higher education414 cited
  • 2015Assessment rubrics: towards clearer and more replicable design, research and practice340 cited
  • 2020Student perspectives on rubric-referenced assessment332 cited
  • 1996The Importance of Marking Criteria in the Use of Peer Assessment288 cited

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The quality and effectiveness of descriptive rubrics
267 cited
  • 2014To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy249 cited
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