|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|355147||619244||2013||16 صفحه PDF||سفارش دهید||دانلود رایگان|
The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, procedure, and findings, were compared among the different studies in relation to effects on student performance and selfregulation. Findings indicate that rubrics may have the potential to influence students learning positively, but also that there are several different ways for the use of rubrics to mediate improved performance and self-regulation. There are a number of factors identified that may moderate the effects of using rubrics formatively, as well as factors that need further investigation.
► Rubrics are scoring tools that can be used for summative or formative assessment purposes.
► Rubrics mediate improved performance for instance by increasing transparency.
► Moderating factors are e.g. metacognitive activities, intervention length & gender.
► Topic/performance assessed does not seem to affect the formative effects of rubrics.
► Effects of personal differences on the formative use of rubrics need further research.
Journal: Educational Research Review - Volume 9, June 2013, Pages 129–144