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The use of scoring rubrics: Reliability, validity and educational consequences
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“Sharing the rubrics with students can have the added benefit of enhancing learning by allowing for feedback and self-assessment (Jonsson and Svingby, 2007; Reddy and Andrade, 2010).”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Jonsson and Svingby, 2007
In the citing paper
“Designing and using rubrics to grade assignments or tests can reduce inconsistencies and make grading written work more objective.”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Jonsson and Svingby, 2007
In the citing paper
“Perhaps most importantly, sharing grading rubrics with students can support them in identifying where their thinking has gone wrong and promote learning (Jonsson and Svingby, 2007; Reddy and Andrade, 2010).”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Jonsson and Svingby, 2007
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BackgroundScoring Rubric Development: Validity and Reliability
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A review of rubric use in higher education
Reddy, Y. M., & Andrade, H. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930902862859 · Cited by 917
“As with any form of assessment, the clarity of the language in a rubric is a matter of validity because an ambiguous rubric cannot be accurately or consistently interpreted by instructors, students or scorers (Payne 2003).”
BackgroundThe use of scoring rubrics for formative assessment purposes revisited: A review
Panadero, E., & Jonsson, A. (2013) · Educational Research Review · doi:10.1016/j.edurev.2013.01.002 · Cited by 839
“In one review of research on the use of rubrics, Jonsson and Svingby (2007) noted that it was not possible to draw any conclusions about student improvement since the results were mixed.”
BackgroundInfluentialPublication Bias in the Organizational Sciences
Kepes, S., Banks, G. C., McDaniel, M. A., & Whetzel, D. L. (2012) · Organizational Research Methods · doi:10.1177/1094428112452760 · Cited by 416
“Furthermore, the development of reliable and valid scoring rubrics for an overall quality score may be possible when objective characteristics are used in the rating procedure (Jonsson & Svingby, 2007).”
MethodVoss, T., Kunter, M., & Baumert, J. (2011) · Journal of Educational Psychology · doi:10.1037/a0025125 · Cited by 464
Assessment rubrics: towards clearer and more replicable design, research and practice
Dawson, P. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1111294 · Cited by 368
“Jonsson and Svingby’s (2007) review of 75 studies identifies two classification dimensions: whether a rubric is analytic or holistic, and if it is generic or task-specific.”
BackgroundMethodReliability and validity of rubrics for assessment through writing
Rezaei, A. R., & Lovorn, M. (2010) · Assessing Writing · doi:10.1016/j.asw.2010.01.003 · Cited by 312
“The intra-rater reliability (consistency of grading a given writing by the same rater twice) is reported to be higher (Cronbach’s alpha about .70) than the inter-rater reliability when a rubric is used (Jonsson & Svingby, 2007).”
InfluentialTeaching More by Grading Less (or Differently)
Schinske, J., & Tanner, K. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.cbe-14-03-0054 · Cited by 326
“Sharing the rubrics with students can have the added benefit of enhancing learning by allowing for feedback and self-assessment (Jonsson and Svingby, 2007; Reddy and Andrade, 2010).”
The quality and effectiveness of descriptive rubrics
Brookhart, S., & Chen, F. (2015) · Educational Review · doi:10.1080/00131911.2014.929565 · Cited by 254
Online peer assessment: effects of cognitive and affective feedback
Lu, J., & Law, N. W. Y. (2011) · Instructional Science · doi:10.1007/s11251-011-9177-2 · Cited by 272
“This finding can perhaps be explained by the fact that teachers often support peer grading by providing students with assessment rubrics to ensure consistent and reliable peer evaluations (Jonsson and Svingby 2007).”
BackgroundKönig, J. A., Blömeke, S., Klein, P., Suhl, U., Busse, A., & Kaiser, G. (2014) · Teaching and Teacher Education · doi:10.1016/j.tate.2013.11.004 · Cited by 273
Panadero, E., & Roméro, M. (2014) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2013.877872 · Cited by 263
“One of the problems with rubric research is that it is not always used for formative assessment purposes, which clearly reduces its learning impact (Jonsson & Svingby, 2007; Panadero & Jonsson, 2013).”
BackgroundInfluentialKönig, J., & Rothland, M. (2012) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2012.700045 · Cited by 275
“Two raters coded the answers independently of one another; as a measure of consensus and internal consistency Cohen's Kappa was estimated (Jonsson & Svingby, 2007 ), ranging from .”
MethodInfluentialAbrahams, L., Pancorbo, G., Primi, R., Santos, D., Kyllonen, P., John, O. P., & De Fruyt, F. (2019) · Psychological Assessment · doi:10.1037/pas0000591 · Cited by 245
Brantley‐Dias, L., & Ertmer, P. A. (2013) · Journal of Research on Technology in Education · doi:10.1080/15391523.2013.10782615 · Cited by 290
“However, Jonsson and Svingby (2007) indicate that the usefulness of rubrics for scoring performance and promoting learning are dependent, in part, on being analytical and topic specific as well as containing explicit criteria.”
BackgroundAppropriate criteria: key to effective rubrics
Brookhart, S. M. (2018) · Frontiers in Education · doi:10.3389/feduc.2018.00022 · Cited by 243
“Four recent literature reviews on the topic of rubrics (Jonsson and Svingby, 2007; Reddy and Andrade, 2010; Panadero and Jonsson, 2013; Brookhart and Chen, 2015) summarize research on rubrics.”
BackgroundPanadero, E., Tapia, J. A., & Martínez, J. A. H. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.04.007 · Cited by 244
“Similar results have been found in previous research on script effects (Alonso-Tapia & Panadero, 2010; Bannert, 2009; Kostons et al., 2009; Kramarski & Michalsky, 2009, 2010; Montague, 2007) and mixed results on rubrics (Andrade et al., 2009; Jonsson & Svingby, 2007; Schafer et al., 2001).”
BackgroundResultInfluentialKönig, J., Blömeke, S., Paine, L. W., Schmidt, W. H., & Hsieh, F.-J. (2011) · Journal of Teacher Education · doi:10.1177/0022487110388664 · Cited by 246
“As a measure of consensus and internal consistency, Cohen’s kappa was estimated (Jonsson & Svingby, 2007).”
MethodBias in grading: A meta-analysis of experimental research findings
Malouff, J. M., & Thorsteinsson, E. B. (2016) · Australian Journal of Education · doi:10.1177/0004944116664618 · Cited by 222
Panadero, E., Jonsson, A., & Strijbos, J.-W. (2016) · The Enabling Power of Assessment · doi:10.1007/978-3-319-39211-0_18 · Cited by 212
“A particular branch of AfL research emphasizing the need for clear criteria is research on scoring rubrics used by students (Jonsson and Svingby 2007; Panadero and Jonsson 2013).”
BackgroundPanadero, E., Romero, M., & Strijbos, J.-W. (2013) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2013.10.005 · Cited by 195
Murillo‐Zamorano, L. R., Sánchez, J. Á. L., Caballero, A. L. G., & Muñoz, C. B. (2021) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00249-y · Cited by 296
Educational Milestone Development in the First 7 Specialties to Enter the Next Accreditation System
Swing, S. R., Beeson, M. S., Carraccio, C. L., Coburn, M. C., Iobst, W. F., Selden, N. R. W., Stern, P. J., & Vydareny, K. H. (2013) · Journal of Graduate Medical Education · doi:10.4300/jgme-05-01-33 · Cited by 193
A critical review of the arguments against the use of rubrics
Panadero, E., & Jonsson, A. (2020) · Educational Research Review · doi:10.1016/j.edurev.2020.100329 · Cited by 191
Formative and shared assessment in higher education. Lessons learned and challenges for the future
Pastor, V. M. L., & Sicilia, Á. (2015) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1083535 · Cited by 253
Docktor, J. L., Dornfeld, J., Frodermann, E., Heller, K., Hsu, L., Jackson, K. A., Mason, A., Ryan, Q. X., & Yang, J. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.010130 · Cited by 217
“” The use of such language is a reflection of the complexity of the work it is designed to assess, as well as of the diversity of learning contexts from which that work might be drawn [41,42].”
BackgroundRubrics as a way of providing transparency in assessment
Jönsson, A. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.875117 · Cited by 180
“Typically, the effects on student learning in such conditions are none, small or only partial (Jonsson and Svingby 2007; Panadero and Jonsson 2013).”
BackgroundImplementing summative assessment with a formative flavour: a case study in a large class
Broadbent, J., Panadero, E., & Boud, D. J. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1343455 · Cited by 191
“Take, for example, rubrics which have both strong summative (Jonsson and Svingby 2007) and formative effects (Panadero and Jonsson 2013).”
BackgroundRubrics to assess critical thinking and information processing in undergraduate STEM courses
Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00208-5 · Cited by 174
“Jonsson and Svingby (2007) found that most of the rubrics they reviewed had adjacent agreement scores of 90% or greater.”
BackgroundMethodInfluentialSocio-scientific reasoning and environmental literacy in a field-based ecology class
Kinslow, A. T., Sadler, T. D., & Nguyen, H. T. (2018) · Environmental Education Research · doi:10.1080/13504622.2018.1442418 · Cited by 184
Rubric‐referenced self‐assessment and middle school students’ writing
Andrade, H., Du, Y., & Mycek, K. (2010) · Assessment in Education Principles Policy and Practice · doi:10.1080/09695941003696172 · Cited by 161
“Rubrics have become popular with teachers as a means of communicating expectations for an assignment, providing focused feedback on works in progress, and grading final products (Andrade 2000 ; Jonsson and Svingby 2007 ; Moskal 2003 ; Popham 1997 ).”
BackgroundA Practicum Turn in Teacher Education
Mattsson, M., Rorrison, D., & Eilertsen, T. V. (2011) · SensePublishers eBooks · doi:10.1007/978-94-6091-711-0 · Cited by 156
van de Ridder, J. M. M., McGaghie, W. C., Stokking, K. M., & ten Cate, O. T. J. (2015) · Medical Education · doi:10.1111/medu.12744 · Cited by 154
Menoyo, M. Á. M. (2015) · Foro de Educación · doi:10.14516/fde.2015.013.019.004 · Cited by 147
T/E design based learning: assessing student critical thinking and problem solving abilities
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Panadero, E., Jönsson, A., Pinedo, L., & Fernández‐Castilla, B. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09823-4 · Cited by 247
“Educators and policymakers put their trust in rubrics because rubrics are effective for judging the quality of student performance against pre-set criteria, increasing scoring reliability (Jonsson & Svingby, 2007).”
BackgroundResultInfluentialJournal of University Teaching & Learning Practice
Harvey, M., & Luzia, K. (2013) · Cited by 141
The relation between content-specific and general teacher knowledge and skills
Blömeke, S., Busse, A., Kaiser, G., König, J. A., & Suhl, U. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.02.003 · Cited by 112
“00; Jonsson & Svingby, 2007).”
Fostering oral presentation competence through a virtual reality-based task for delivering feedback
van Ginkel, S. O., Gulikers, J. T. M., Biemans, H. J. A., Noroozi, O., Roozen, M. C., Bos, T., van Tilborg, R., van Halteren, M., & Mulder, M. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.02.006 · Cited by 138
“Rubrics have been shown in previous studies in the field of higher education to improve feedback processes that aim to enhance learning outcomes (e.g. Jonsson & Svingby, 2007; Panadero & Jonsson, 2013; Prins, De Kleijn, & Van Tartwijk, 2015, pp. 1–23).”
ResultExperimental Evidence on Teachers’ Racial Bias in Student Evaluation: The Role of Grading Scales
Quinn, D. M. (2020) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373720932188 · Cited by 124
“However, this would require that the vague grade-level measure has higher reliability than the more clearly defined rubric, which contradicts past research (e.g., Jonsson & Svingby, 2007) and intuition.”
ResultExamining pre-service teacher competence in lesson planning pertaining to collaborative learning
Ruys, I., Keer, H. V., & Aelterman, A. (2012) · Journal of Curriculum Studies · doi:10.1080/00220272.2012.675355 · Cited by 115
“…a few recent studies addressed the assessment of lesson plans of (student) teachers in general by means of a scoring rubric (e.g. Campbell and Evans 2000, Baylor 2002, Spooner et al. 2007, Ozogül et al. 2008), valuing its usefulness for rating authentic student work (Jonsson and Svingby 2007).”
BackgroundParsazadeh, N., Ali, R., & Rezaei, M. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.01.010 · Cited by 133
Panadero, E., Alonso‐Tapia, J., & Urbano, E. R. (2013) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2013.04.001 · Cited by 113
“These two tools have proved to have some positive effects on self-regulation and learning (Alonso-Tapia & Panadero, 2010; Bannert, 2009; Jonsson & Svingby, 2007).”
BackgroundMethodInfluentialThe Facade of Fit in Faculty Search Processes
White-Lewis, D. K. (2020) · The Journal of Higher Education · doi:10.1080/00221546.2020.1775058 · Cited by 108
Assessment for Learning: Meeting the Challenge of Implementation
Laveault, D., Allal, L., & Publishing, S. I. (2016) · The enabling power of assessment · doi:10.1007/978-3-319-39211-0 · Cited by 105
Gradescope: A Fast, Flexible, and Fair System for Scalable Assessment of Handwritten Work
Singh, A., Karayev, S., Gutowski, K., & Abbeel, P. (2017) · Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale · doi:10.1145/3051457.3051466 · Cited by 113
“Rubric-based grading, including sharing of the rubric with students, has been shown to both increase inter-grader reliability and improve student educational outcomes [17, 16, 13, 9].”
BackgroundConsidering rigor and relevance when evaluating test driven development: A systematic review
Munir, H., Moayyed, M., & Petersen, K. (2014) · Information and Software Technology · doi:10.1016/j.infsof.2014.01.002 · Cited by 104
Wang, W. (2016) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2016.1261993 · Cited by 114
“As an instructional tool, rubrics are powerful tools for facilitating student self- and peer assessment, especially for aiding them to generate self and peer feedback (Jonsson and Svingby 2007).”
BackgroundMethodFraile, J., Panadero, E., & Pardo, R. (2017) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2017.03.003 · Cited by 139
Koh, J. H. L. (2013) · Australasian Journal of Educational Technology · doi:10.14742/ajet.228 · Cited by 97
“Educational rubrics provide clarity for performance standards and enhance the quality of educational assessment (Arter & McTighe, 2001; Jonsson & Svingby, 2007).”
BackgroundBeyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education
Ragupathi, K., & Lee, A. (2020) · Springer eBooks · doi:10.1007/978-981-15-1628-3_3 · Cited by 93
Artificial intelligence in sport management education: Playing the AI game with ChatGPT
Keiper, M. C., Fried, G. B., Lupinek, J. M., & Nordstrom, H. (2023) · Journal of Hospitality Leisure Sport & Tourism Education · doi:10.1016/j.jhlste.2023.100456 · Cited by 127
Stolarova, M., Wolf, C., Rinker, T., & Brielmann, A. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00509 · Cited by 93
“General characteristics of the rating scale, for example the presence or absence of valid scoring categories (Jonsson and Svingby, 2007) and the number of individual items (and thus decisions) comprising a score, will influence directly the likelihood of absolute agreement.”
BackgroundChowdhury, F. (2018) · International Education Studies · doi:10.5539/ies.v12n1p61 · Cited by 91
“Moreover, several studies have indicated that rubrics can make assessments more reliable and transparent (Jonsson & Svingby, 2007; Penny, Johnson, & Gordon, 2000; Silvestri & Oescher, 2006; Wolf & Stevens, 2007).”
BackgroundOral presentations in higher education: a comparison of the impact of peer and teacher feedback
Murillo‐Zamorano, L. R., & Montanero, M. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1303032 · Cited by 98
Open innovation in software engineering: a systematic mapping study
Munir, H., Wnuk, K., & Runeson, P. (2015) · Empirical Software Engineering · doi:10.1007/s10664-015-9380-x · Cited by 88
“Previous studies (Jonsson and Svingby 2007; Moskal et al. 2002) have shown that rubrics of inter-rater agreement between researchers.”
OECD Reviews of Evaluation and Assessment in Education: Norway 2011
Nusche, D., Earl, L. M., Maxwell, W. E., & Shewbridge, C. (2011) · OECD reviews of evaluation and assessment in education · doi:10.1787/9789264117006-en · Cited by 86
Is GPT-4 a reliable rater? Evaluating consistency in GPT-4's text ratings
Hackl, V., Müller, A. E., Granitzer, M., & Sailer, M. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1272229 · Cited by 115
“A tight scaffold or rubric for rating to gain comparable results was used (Jonsson and Svingby, 2007).”
BackgroundResultA meta-analysis on the reliability of comparative judgement
Verhavert, S., Bouwer, R., Donche, V., & Mæyer, S. D. (2019) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2019.1602027 · Cited by 86
“For low-stakes or formative assessments, in which learning is the main goal, reliability levels of .70 or higher are deemed sufficient (Jonsson & Svingby, 2007; Nunnally, 1978).”
BackgroundE-Task-Based Learning Approach to Enhancing 21st-Century Learning Outcomes
Kandari, A. M. H. A., & Qattan, M. M. A. (2019) · International Journal of Instruction · doi:10.29333/iji.2020.13136a · Cited by 82
“Based on four weeks of pilot data, the Pearson correlation was used to compare researchers and classroom teachers (Jonsson & Svingby, 2007); the value for 21 st -CLOC was r = 0.70.”
InfluentialCórdova, K. E. G. (2020) · Problems of Education in the 21st Century · doi:10.33225/pec/20.78.61 · Cited by 93
“Moreover, Eshun and OseiPoku (2013) and Jonsson and Svingby (2007) highlighted some disadvantages and criticisms of designing and using rubrics: the exclusive and excessive use of rubrics for assessment purposes, a lack of guidance for making judgments through rubric levels, the absence of a…”
BackgroundDeveloping Science Process Skills through Mobile Scientific Inquiry
Ekici, M., & Erdem, M. (2020) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2020.100658 · Cited by 82
Effect of blended learning environment on transfer of learning: an experimental study
Demirer, V., & Sahin, I. (2013) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12009 · Cited by 96
Puanlayıcılar Arası Güvenirlik Belirleme Tekniklerinin Karşılaştırılması
Bilgen, Ö. B., & Doğan, N. (2017) · Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi · doi:10.21031/epod.294847 · Cited by 80
“…1309 – 6575 Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi Journal of Measurement and Evaluation in Education and Psychology 77 employed in evaluating interrater reliability (Jonsson & Svingby, 2007).”
How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy
León, S. P., Panadero, E., & García‐Martínez, I. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09819-0 · Cited by 106
Examining the characteristics of game-based learning: A content analysis and design framework
Nadolny, L., Valai, A., Cherrez, N. V. J., Elrick, D., Lovett, A., & Nowatzke, M. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103936 · Cited by 78
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Common Structural Design Features of Rubrics May Represent a Threat to Validity
Humphry, S. M., & Heldsinger, S. (2014) · Educational Researcher · doi:10.3102/0013189x14542154 · Cited by 78
“Several studies have found rubrics provide reliable judgments (Bresciani et al., 2009; Jonsson & Svingby, 2007; Silvestri & Oescher, 2006; Wald et al., 2012).”
BackgroundBlömeke, S., König, J., Busse, A., Suhl, U., Benthien, J., Döhrmann, M., & Kaiser, G. (2014) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-014-0564-8 · Cited by 74
Understanding variations between student and teacher application of rubrics
Li, J., & Lindsey, P. (2015) · Assessing Writing · doi:10.1016/j.asw.2015.07.003 · Cited by 72
Howitz, W. J., McKnelly, K. J., & Link, R. D. (2020) · Journal of Chemical Education · doi:10.1021/acs.jchemed.0c00450 · Cited by 75
OECD Reviews of Evaluation and Assessment in Education
Shewbridge, C., Jang, E. E., Matthews, P. J., Santiago, P., Nusche, D., Earl, L. M., Maxwell, W. E., Laveault, D., MacBeath, J., Gilmore, A. M., et al. (2011) · Cited by 72
Becker, A. (2016) · Assessing Writing · doi:10.1016/j.asw.2016.05.002 · Cited by 72
Jescovitch, L. N., Scott, E. E., Cerchiara, J. A., MERRILL, J. E., Urban‐Lurain, M., Doherty, J. H., & Haudek, K. C. (2020) · Journal of Science Education and Technology · doi:10.1007/s10956-020-09858-0 · Cited by 78
“Some studies have found that analytic rubrics are more reliable in that they check key content components of reasoning and provide specific feedback to students (Jönsson and Svingby 2007; Jescovitch et al. 2019b; Yune et al. 2018).”
BackgroundInfluentialDesigning a rubric for feedback on code quality in programming courses
Stegeman, M., Barendsen, E., & Smetsers, S. (2016) · Koli Calling International Conference on Computing Education Research · doi:10.1145/2999541.2999555 · Cited by 76
“Jonsson and Svingby [9] show that these aspects are evaluated in various ways in rubric studies.”
BackgroundRakedzon, T., & Baram‐Tsabari, A. (2017) · Assessing Writing · doi:10.1016/j.asw.2016.12.004 · Cited by 81
The Use and Design of Rubrics to Support Assessment for Learning
Jönsson, A., & Panadero, E. (2016) · The enabling power of assessment · doi:10.1007/978-981-10-3045-1_7 · Cited by 77
Panadero, E., Alonso‐Tapia, J., & Martínez, J. A. H. (2014) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2014.881655 · Cited by 69
“In addition, rubrics have demonstrated utility as a scoring tool that increases scorers’ reliability (Jonsson & Svingby, 2007).”
BackgroundMethodInfluentialGreenberg, K. P. (2015) · Teaching of Psychology · doi:10.1177/0098628315587618 · Cited by 68
“…assessment when used as a tool for helping students become more adept at scientific writing defined as in the form of an APA-style empirical research report.2 Currently, there is very little empirical research on the value of rubrics in enhancing student learning (Jonsson & Svingby, 2007).”
BackgroundMethodInsights about large-scale online peer assessment from an analysis of an astronomy MOOC
Formánek, M., Wenger, M., Buxner, S., Impey, C., & Sonam, T. (2017) · Comput. Educ. · doi:10.1016/j.compedu.2017.05.019 · Cited by 71
“Most importantly use of rubrics was proven to improve the reliability of the grades (Jonsson & Svingby, 2007).”
Background¿Cómo emplear las rúbricas para implementar una verdadera evaluación formativa?
Fraile, J., Pardo, R., & Panadero, E. (2017) · Revista Complutense de Educación · doi:10.5209/rced.51915 · Cited by 75
König, J. (2013) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-013-9420-1 · Cited by 66
Comparison between Inter-rater Reliability and Inter-rater Agreement in Performance Assessment
Liao, S. C., Hunt, E. A., & Chen, W. (2010) · Annals of the Academy of Medicine, Singapore · doi:10.47102/annals-acadmedsg.v39n8p613 · Cited by 65
Nielsen, K. (2012) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2012.01533.x · Cited by 65
Authentic science with citizen science and student‐driven science fair projects
Koomen, M. H., Rodriguez, E., Hoffman, A., Petersen, C., & Oberhauser, K. S. (2018) · Science Education · doi:10.1002/sce.21335 · Cited by 72
Improving and evaluating reflective narratives: A rubric for higher education students
Alsina, ́., Ayllón, S., Colomer, J., Fernández‐Peña, R., Noell, J. F., Díaz, M. P. I., Burriel, M. P., & Serra, L. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.12.015 · Cited by 64
“Although topic-specific rubrics are likely to produce more reliable scores than generic rubrics (Jonsson & Svingby, 2007; Marzano, 2002), the use of generic rubrics is increasing, since they focus on the development of measures of reflective writing that are reliable, valid and practical to…”
BackgroundSimulated versus traditional occupational therapy placements: A randomised controlled trial
Imms, C., Froude, E., Chu, E. M. Y., Sheppard, L., Darzins, S. W., Guinea, S., Gospodarevskaya, E., Carter, R., Symmons, M. A., Penman, M., et al. (2018) · Australian Occupational Therapy Journal · doi:10.1111/1440-1630.12513 · Cited by 64
Beyond Traditional Assessment: Exploring the Impact of Large Language Models on Grading Practices
Fagbohun, O., Iduwe, N. P., Abdullahi, M., Ifaturoti, A., & Nwanna, M. (2024) · Journal of Artificial Intelligence Machine Learning and Data Science · doi:10.51219/jaimld/oluwole-fagbohun/19 · Cited by 80
Christ, A. A., Sieber, V., Grob, U., & Praetorius, A. (2022) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2022.101209 · Cited by 92
Yuan, M., & Recker, M. M. (2015) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v16i5.2389 · Cited by 68
“Indeed, an important consideration is a rubric’s validity and reliability (e.g. Bresciani, et al., 2009; Jonsson & Svingby, 2007; Rezaei & Lovorn, 2010).”
BackgroundBlömeke, S., Paine, L. W., Houang, R. T., Hsieh, F.-J., Schmidt, W. H., Tatto, M. T., Банков, К., Cedilllo, T., Cogan, L. S., Han, S. I., et al. (2008) · ZDM · doi:10.1007/s11858-008-0123-y · Cited by 61
“In comparison to other studies this can be seen as a sufficient result, especially if one considers that we calculated Kappa for which values above 0.4 represent agreement beyond chance instead of a simple percentage of consensus agreement ( Jonsson & Svingby, 2007 ).”
BackgroundResultInfluentialGonzález-Betancor, S. M., Cruz, A. M. B., & Tacoronte, D. V. (2017) · Active Learning in Higher Education · doi:10.1177/1469787417735604 · Cited by 62
Rethinking online assessment strategies: Authenticity versus AI chatbot intervention
Ifelebuegu, A. O. (2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.2.2 · Cited by 74
“…open-ended nature of responses and the diversity of valid solutions To mitigate these challenges, educators might consider using rubrics that specify criteria for different levels of performance, allowing for a more objective and structured evaluation of students’ work (Jonsson & Svingby, 2007).”
BackgroundInstructional rubrics: Effects of presentation options on writing quality
Sundeen, T. H. (2014) · Assessing Writing · doi:10.1016/j.asw.2014.03.003 · Cited by 60
Values in evaluation – The use of rubrics
Dickinson, P., & Adams, J. (2017) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2017.07.005 · Cited by 60
The impact of the feedback source on developing oral presentation competence
van Ginkel, S., Gulikers, J., Biemans, H., & Mulder, M. (2017) · Studies in Higher Education · doi:10.1080/03075079.2015.1117064 · Cited by 94
Sung, Y., Lee, H.-Y., Yang, J.-M., & Chang, K.-E. (2019) · Educational Research Review · doi:10.1016/j.edurev.2019.05.001 · Cited by 64
Supporting Peer Feedback on Learning Strategies: Effects on Self-Efficacy and Feedback Quality
Bürgermeister, A., Glogger‐Frey, I., & Saalbach, H. (2021) · Psychology Learning & Teaching · doi:10.1177/14757257211016604 · Cited by 71
“…on how to use the scoring rubrics for providing feedback as well as anchors or worked examples to illustrate the different levels of the single criteria might have been necessary here (see Jonsson & Svingby, 2007), in order to promote valid judgments and hence feedback quality (Liu & Li, 2014).”
BackgroundTowards an empirically validated model for assessment of code quality
Stegeman, M., Barendsen, E., & Smetsers, S. (2014) · Koli Calling International Conference on Computing Education Research · doi:10.1145/2674683.2674702 · Cited by 56
“Rubrics can be used to calculate grades, to provide feedback, or both [9].”
MethodTeachers’ reasons for using self-assessment: a survey self-report of Spanish teachers
Panadero, E., Brown, G. T. L., & Courtney, M. (2014) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2014.919247 · Cited by 57
“The provision of rubrics and a focus on what others would deem as quality appear to be necessary for high-quality self-assessment (Andrade, 2010; Jonsson & Svingby, 2007; Panadero & Jonsson, 2013).”
Background
Metadata
- Authors
- Jonsson, A., & Svingby, G.
- Affiliations
- Malmö University (SE)
- Venue
- Educational Research Review
- Publisher
- Elsevier BV
- Published
- 2007-01
- Volume
- 2
- Issue
- 2
- Pages
- 130-144
- ISSN
- 1747-938X (ISSN-L)
- OpenAlex
- W2115389369
- Cited by
- 1,509
- References
- 112
- Citations by year
- 2026: 221 · 2025: 145 · 2024: 91 · 2023: 100 · 2022: 93 · 2021: 94 · 2020: 108 · 2019: 90 · 2018: 137 · 2017: 103 · 2016: 66 · 2015: 73 · 2014: 70 · 2013: 42 · 2012: 34
- FWCI
- 27.98
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Research Review (publishedVersion)
- Malmö University Publications (Malmö University) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Education › Teacher Education and Assessments
- Keywords
- rubrics, performance evaluation, scoring reliability, assessment validity, rater training, exemplars, analytic rubrics, rubric validation, learning promotion, feedback, self-assessment, teaching improvement
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