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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
Moskal, B., & Leydens, J. A. (2020) · Scholarworks (University of Massachusetts Amherst) · doi:10.7275/q7rm-gg74 · Cited by 502
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Colognesi, S., Vassart, C., Blondeau, B., & Coertjens, L. (2020) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100917 · Cited by 28
Großmann, L., & Krüger, D. (2023) · Science Education · doi:10.1002/sce.21832 · Cited by 42
“…validity of the interpretations of the RALP scores by considering multiple sources of validity evidence (AERA, APA, & NCME, 2014; Brookhart, 2018; Jonsson & Svingby, 2007) Clark, 2018) as one of the strengths of this study: On the one hand, the relatively large sample size allowed for a…”
BackgroundMethodInfluentialGonzález-Mujico, F. D. L. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12363-7 · Cited by 49
“To advance this model beyond self-evaluation, an analytic, task-specific rubric (Jonsson & Svingby, 2007) was designed to compare students’ DigComp self-assessment responses with digital competence evidenced in their oral and written academic submissions.”
Boone, W. J., TOWNSEND, J. S., & Staver, J. R. (2015) · Science Education · doi:10.1002/sce.21210 · Cited by 28
Assessing Writing Constructs: Toward an Expanded View of Inter-Reader Reliability
Ross, V., & LeGrand, R. (2017) · The Journal of Writing Analytics · doi:10.37514/jwa-j.2017.1.1.09 · Cited by 28
The Graph Rubric: Development of a Teaching, Learning, and Research Tool
Angra, A., & Gardner, S. M. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.18-01-0007 · Cited by 32
Seah, R., & Horne, M. (2019) · Mathematics Education Research Journal · doi:10.1007/s13394-019-00273-2 · Cited by 36
“At the design stage, we worked to ensure that the scoring rubrics were analytic, topic-specific and complemented with exemplars (Jonsson and Svingby 2007).”
MethodSmith, S. W., Daunic, A. P., Algina, J. J., Pitts, D. L., Merrill, K. L., Cumming, M. M., & Allen, C. M. (2016) · Journal of Emotional and Behavioral Disorders · doi:10.1177/1063426616661702 · Cited by 28
“The adjacent agreement approach is a commonly used method in educational research when using Likert-type scales (Jonsson & Svingby, 2007).”
MethodBrooks, G. (2013) · Institutional Repositories DataBase (IRDB) · Cited by 28
Disciplinary literacy in the science classroom: Using adaptive primary literature
Koomen, M. H., Weaver, S., Blair, R. B., & Oberhauser, K. S. (2016) · Journal of Research in Science Teaching · doi:10.1002/tea.21317 · Cited by 27
Modeling Holistic Marks With Analytic Rubrics
Tomás, C., Whitt, E. J., Lavelle-Hill, R. E., & Severn, K. E. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00089 · Cited by 30
“Generally, intra-rater consistency is aided by the use of a rubric during marking (Jönsson and Svingby, 2007; Harsch and Martin, 2013) and a few studies report this can be enhanced with analytic rubrics (Kuo, 2007; Harsch and Martin, 2013).”
BackgroundMethodInfluentialTractenberg, R. E., Lindvall, J. M., Attwood, T. K., & Via, A. (2019) · PLOS ONE · doi:10.1371/journal.pone.0225256 · Cited by 27
Impact Evaluations of Engineering Programs Using ABET Student Outcomes
Hussain, W., Spady, W. G., Khan, S. Z., Khawaja, B. A., Naqash, M. T., & Conner, L. (2021) · IEEE Access · doi:10.1109/access.2021.3066921 · Cited by 27
“Performance criteria are applied with the dimension descriptors in rubrics [57].”
MethodMontanero, M., Fustes, M. L., & Sánchez, M. J. F. (2014) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2014.881653 · Cited by 29
“In this respect, Jonsson and Svingby (2007) analyzed a series of risks stemming from the use of rubrics.”
BackgroundA Second Dystopia in Education: Validity Issues in Authentic Assessment Practices
Hathcoat, J. D., Penn, J. D., Barnes, L. L. B., & Comer, J. C. (2016) · Research in Higher Education · doi:10.1007/s11162-016-9407-1 · Cited by 29
Contreras-Higuera, W., Olmo, F. M., Rubio-Hurtado, M. J., & Baños, R. V. (2015) · Journal of Educational Computing Research · doi:10.1177/0735633115612784 · Cited by 27
“…of reflect-ive practice, provide them with more information on its effectiveness, help them to offer better quality feedback to their students, serve as a support for students in assessing their own work, and boost students’ engagement in tasks (Jonsson & Svingby, 2007; Schamber & Mahoney, 2006).”
BackgroundResultExploring contextual factors shaping teacher collaborative learning in a paired-placement
Dang, T. K. A. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.06.008 · Cited by 32
Martínez, L. C. V., & Hurtado, J. C. T. (2018) · International Education Studies · doi:10.5539/ies.v11n2p118 · Cited by 27
Han, T. (2017) · PASAA · doi:10.58837/chula.pasaa.53.1.5 · Cited by 27
“The Impact of Scoring Methods on ESL/EFL Writing Assessment For decades, holistic and analytic scoring methods have been used in writing assessment practices extensively (Carr, 2000; Jonsson & Svingby, 2007).”
MethodConinck, K. D., Valcke, M., & Vanderlinde, R. (2018) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2018.1465656 · Cited by 27
“Analytic scoring rubrics were designed as research has indicated that this enhances the reliable scoring of performance assessments (Jonsson and Svingby 2007).”
BackgroundMethodInfluentialRamon-Casas, M., Nuño, N., Pons, F., & Cunillera, T. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1525337 · Cited by 27
“To this end, when students work with structured instruments during the evaluation of their peers’ work, the validity of both the peer-assessment process and the perceived fairness of the method increase (Hafner and Hafner 2003; Cho et al. 2006; Jonsson & Svingby 2007).”
BackgroundLönngren, J., Adawi, T., & Svanström, M. (2017) · European Journal of Engineering Education · doi:10.1080/03043797.2017.1404010 · Cited by 31
“Assessment rubrics are increasingly advocated as a tool for both formative and summative assessment of student performance on complex, qualitative tasks (Jonsson and Svingby 2007).”
BackgroundMethodInfluentialGhosh, S., Bowles, M., Ranmuthugala, D., & Brooks, B. (2015) · WMU Journal of Maritime Affairs · doi:10.1007/s13437-015-0094-0 · Cited by 29
“Inter/intra-rater: variations in rate’s judgments across raters, known as inter-rater reliability, or in the consistency of one single rater, called intra-rater reliability (Jonsson and Svingby 2007).”
BackgroundMethodInfluentialAssessing and Supporting Argumentation with Online Rubrics
Lu, J., & Zhang, Z. (2013) · International Education Studies · doi:10.5539/ies.v6n7p66 · Cited by 26
An analysis of the effectiveness of feedback to students on assessed work
Taylor, C., & da Silva, K. B. (2013) · Higher Education Research & Development · doi:10.1080/07294360.2013.863840 · Cited by 26
“While much of the literature related to rubrics is relatively recent, one survey of research in this area suggests that rubrics have at least the potential to promote ‘student learning and/or the quality of teaching’ (Jonsson & Svingby, 2007, p. 138).”
BackgroundTobajas, M., Molina, C. B., Quintanilla, A., Alonso‐Morales, N., & Casas, J. A. (2018) · Education for Chemical Engineers · doi:10.1016/j.ece.2018.11.006 · Cited by 26
Assessing the Assessment: Rubrics Training for Pre-service and New In-service Teachers
Lovorn, M., & Rezaei, A. R. (2020) · ScholarWorks@UMassAmherst (University of Massachusetts Amherst) · doi:10.7275/sjt6-5k13 · Cited by 27
“Research also revealed, however, that although teachers and administrators may perceive rubrics as inherently reliable (Jonsson & Svingby, 2007; Silvestri & Oescher, 2006), these instruments do not guarantee effective assessment (Ross-Fisher, 2005; Tomkins, 2003).”
BackgroundHempel, B., Kiehlbaugh, K., & Blowers, P. (2020) · Education for Chemical Engineers · doi:10.1016/j.ece.2020.07.004 · Cited by 25
Ghosh, S., Bowles, M., Ranmuthugala, D., & Brooks, B. (2017) · WMU Journal of Maritime Affairs · doi:10.1007/s13437-017-0129-9 · Cited by 25
Tripp, T. M., Jiang, L., Olson, K. J., & Graso, M. (2018) · Journal of Marketing Education · doi:10.1177/0273475318772618 · Cited by 28
“According to Jonsson and Svingby (2007) who reviewed 75 empirical studies on grading rubrics, good grading rubrics are analytic (i.e., rating specific dimensions rather than holistically rating the entire assignment), topicspecific, contain exemplars, and raters are trained in their use.”
BackgroundCritical Thinking Criteria for Evaluating Online Discussion
Bernstein, A. G., & Isaac, C. A. (2018) · International Journal for the Scholarship of Teaching and Learning · doi:10.20429/ijsotl.2018.120211 · Cited by 25
“A literature review by Jonsson & Svingby (2007) found 75 studies that were relevant for scoring in rubrics, noting that reliable scoring of performance assessments overall can be enhanced by the use of rubrics.”
BackgroundInfluentialA method to assess social sustainability of capture fisheries: An application to a Norwegian trawler
Veldhuizen, L. J. L., Berentsen, P. B. M., Bokkers, E. A. M., & de Boer, I. J. M. (2015) · Environmental Impact Assessment Review · doi:10.1016/j.eiar.2015.04.002 · Cited by 24
Spellman, K. V., Deutsch, A., Mulder, C. P. H., & Conner, L. D. C. (2016) · Ecosphere · doi:10.1002/ecs2.1411 · Cited by 26
Examining consistency among different rubrics for assessing writing
Shabani, E. A., & Panahi, J. (2020) · Language Testing in Asia · doi:10.1186/s40468-020-00111-4 · Cited by 28
Rubbing elbows with them: Building capacity in STEM through science and engineering fairs
Koomen, M. H., Hedenstrom, M., & Moran, M. K. (2021) · Science Education · doi:10.1002/sce.21615 · Cited by 26
Measuring learning in digital games: Applying a game‐based assessment framework
Udeozor, C., Abegão, F. R., & Glassey, J. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13407 · Cited by 24
Compromiso del estudiante y percepción del proceso evaluador basado en rúbricas
Arrufat, M. J. G., & Raposo-Rivas, M. (2014) · REDU Revista de Docencia Universitaria · doi:10.4995/redu.2014.6423 · Cited by 24
Clary, R. M., Brzuszek, R. F., & Fulford, C. T. (2011) · Creative Education · doi:10.4236/ce.2011.24047 · Cited by 24
“In a meta-analysis of scoring rubrics, Jonsson and Svingby (2007) concluded that reliable scoring of performance assessment could be enhanced by rubrics—especially if accompanied by rater training.”
BackgroundAssessing oral presentation skills in Electrical Engineering: Developing a valid and reliable rubric
Sánchez, I., Tacoronte, D. V., González-Betancor, S. M., Monroy, M. F., & Cruz, A. M. B. (2016) · International Journal of Electrical Engineering Education · doi:10.1177/0020720916659501 · Cited by 24
“attention; (b) make valid judgments related to the task; and (c) improve the consistency between the ratings of different evaluators.(7) A well-designed rubric would reduce inconsistencies in assessments.”
BackgroundMethodResultInfluentialBenchmarking green chemistry adoption by “big pharma” and generics manufacturers
Veleva, V. R., & Cue, B. W. (2017) · Benchmarking An International Journal · doi:10.1108/bij-01-2016-0003 · Cited by 24
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Escribano, N., Belliard, V., Baracco, B., Silva, D. D., Ceballos, L., & Fuentes, V. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04187-3 · Cited by 23
“In holistic scoring, the evaluator makes an overall judgment about the quality of performance, while in analytic scoring, the evaluator assigns a score to each of the dimensions being assessed in the task [11].”
BackgroundMethodChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases
Dornburg, A., & Davin, K. J. (2024) · ReCALL · doi:10.1017/s0958344024000272 · Cited by 43
“Just as students are more effective when given scoring criteria along with the description of an assignment (Jonsson & Svingby, 2007), so too was ChatGPT.”
Adie, L. E. (2013) · Journal of Education Policy · doi:10.1080/02680939.2013.853101 · Cited by 24
“…of such traditional psychometric understandings of assessment practice, arguing that the range of cognitive and affective outcomes of standards-referenced curriculum and assessment is limited by such a view (Astin and Antonio 2012; Harlen 2007; James and Lewis 2012; Jonsson and Svingby 2007).”
BackgroundCOMPARING HOLISTIC AND ANALYTIC WAYS OF SCORING IN THE ASSESSMENT OF SPEAKING SKILLS
Metruk, R. (2018) · Journal of Teaching English for Specific and Academic Purposes · doi:10.22190/jtesap1801179m · Cited by 23
Analyzing rater severity in a freshman composition course using many facet Rasch measurement
Erguvan, I. D., & Dünya, B. A. (2020) · Language Testing in Asia · doi:10.1186/s40468-020-0098-3 · Cited by 23
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The use of transparency in the ‘Interactive examination’ for student teachers
Jönsson, A. (2010) · Assessment in Education Principles Policy and Practice · doi:10.1080/09695941003694441 · Cited by 22
The reliability and sources of error of using rubrics-based assessment for student projects
Varela, J. L. M., & Giralt, E. G. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1360838 · Cited by 23
“The use of rubrics does not in itself guarantee that a performance assessment system will present acceptable reliability (Gugiu, Gugiu, and Baldus 2012; Jonsson and Svingby 2007; Reddy and Andrade 2010).”
BackgroundInfluentialSmith, G. S., & Paige, D. D. (2019) · Reading Psychology · doi:10.1080/02702711.2018.1555361 · Cited by 23
“Rubrics are used throughout education for a variety of purposes and have been shown to improve achievement in students (Andrade, Du, & Wang, 2008; Jonsson & Svingby, 2007).”
BackgroundApplying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL
Smith‐Keiling, B. L., & Hyun, H. I. F. (2019) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v20i1.1709 · Cited by 23
“…discussions raise challenges regarding technical inadequacies affecting accuracy, the lack of sensitivities that human raters provide, and the impacts of validity on educational consequences; however, if reliable, scores can be used in a rubric to promote learning and improve instruction (3, 4).”
BackgroundMethodDilekli, Y. (2020) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-3146-4.ch004 · Cited by 23
Developing a viva exam to assess clinical reasoning in pre-registration osteopathy students
Orrock, P. J., Grace, S., Vaughan, B., & Coutts, R. (2014) · BMC Medical Education · doi:10.1186/1472-6920-14-193 · Cited by 24
“The use of a grading rubric that is developed collaboratively and is authentic to clinical examiners language and understanding establishes its validity for the assessment task [45].”
Parmigiani, D., Jones, S.-L., Silvaggio, C., Nicchia, E., Ambrosini, A., Pario, M., Pedevilla, A., & Sardi, I. (2022) · SAGE Open · doi:10.1177/21582440221128794 · Cited by 22
ABET Accreditation During and After COVID19 - Navigating the Digital Age
Hussain, W., Spady, W. G., Naqash, M. T., Khan, S. Z., Khawaja, B. A., & Conner, L. (2020) · IEEE Access · doi:10.1109/access.2020.3041736 · Cited by 29
“Performance scales should be implemented with the required descriptors in rubrics [68].”
Kishbaugh, T. L. S., Cessna, S. G., Horst, S. J., Hostetler, L. A., Flanagan, T., Neufeld, D. G., & Siderhurst, M. S. (2012) · Chemistry Education Research and Practice · doi:10.1039/c2rp00023g · Cited by 22
Bouwer, R., Koster, M., & van den Bergh, H. (2023) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2023.2241656 · Cited by 22
Analytical Techniques for Developing Argumentative Writing in STEM: A Pilot Study
Davies, P., Passonneau, R. J., Muresan, S., & Gao, Y. (2021) · IEEE Transactions on Education · doi:10.1109/te.2021.3116202 · Cited by 21
Electronic Rubrics to Assess Competences in ICT Subjects
Rivas, M. R., de la Serna, M. C., & Figueira, M. E. M. (2014) · European Educational Research Journal · doi:10.2304/eerj.2014.13.5.584 · Cited by 21
“According to Jonsson and Svingby (2007), the changes that higher education institutions are experiencing today require new forms of evaluation.”
BackgroundThe examination of a teacher candidate assessment rubric: A confirmatory factor analysis
Bryant, C. L., Maarouf, S., Burcham, J. G., & Greer, D. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.03.012 · Cited by 25
Analytical rubrics in higher education: A repository of empirical data
Hack, C. J. (2015) · British Journal of Educational Technology · doi:10.1111/bjet.12304 · Cited by 21
Optimizing the instructional environment to learn presentation skills
Grez, L. D. (2009) · Ghent University Academic Bibliography (Ghent University) · Cited by 21
The Student Risk Screening Scale: A Reliability and Validity Generalization Meta-Analysis
Kilgus, S. P., Eklund, K. R., Maggin, D. M., Taylor, C. N., & Allen, A. N. (2017) · Journal of Emotional and Behavioral Disorders · doi:10.1177/1063426617710207 · Cited by 21
“Although this estimate did not meet the commonly recommended threshold for high stakes decisions (.90; for example, diagnosis), it did meet the threshold for low stakes decisions like universal screening (.70-.80; Cortina, 1993; Jonsson & Svingby, 2007).”
BackgroundResultCo-constructing a rubric checklist with first year university students
Bharuthram, S., & Patel, M. (2017) · Apples - Journal of Applied Language Studies · doi:10.17011/apples/urn.201708073430 · Cited by 21
“Jonsson and Svingby (2007) identified two main categories of rubrics: holistic and analytical.”
BackgroundInfluentialThe writing performance of elementary students using a digital writing application
Baker, S. F., & Lastrapes, R. E. (2019) · Interactive Technology and Smart Education · doi:10.1108/itse-08-2018-0057 · Cited by 20
Jescovitch, L. N., Scott, E. E., Cerchiara, J. A., Doherty, J. H., Wenderoth, M. P., MERRILL, J. E., Urban‐Lurain, M., & Haudek, K. C. (2020) · ScholarWorks@UMassAmherst (University of Massachusetts Amherst) · doi:10.7275/9h7f-mp76 · Cited by 20
“Constructed response (CR) assessment items, which require students to answer a question in their own words, allow for a more in-depth analysis of students’ content understanding and can elicit students’ higher order thinking than fixed response items (e.g., multiple choice; Allen and Tanner, 2006; Jonsson and Svingby,…”
BackgroundMethodInfluentialKromrei, H. (2015) · Performance Improvement Quarterly · doi:10.1002/piq.21192 · Cited by 21
Rubrics in the classroom: do teachers really follow them?
Jeong, H. (2015) · Language Testing in Asia · doi:10.1186/s40468-015-0013-5 · Cited by 20
“Most rubric-related literature has covered the advantages and benefits of rubrics (Jonsson & Svingby, 2007; Silvestri & Oescher, 2006; Spandel, 2006), but rubrics have also been criticized, in that they may limit raters’ judgments and even limit the learning process (Turley & Gallagher, 2008; Wolf…”
InfluentialExamining the Validity of a Multidimensional Performance-Based Assessment at Kindergarten Entry
Miller-Bains, K. L., Russo, J. M., Williford, A. P., DeCoster, J., & Cottone, E. A. (2017) · AERA Open · doi:10.1177/2332858417706969 · Cited by 21
Principals’ use of rating scale categories in classroom observations for teacher evaluation
Wind, S. A., Tsai, C., Grajeda, S., & Bergin, C. C. (2018) · School Effectiveness and School Improvement · doi:10.1080/09243453.2018.1470989 · Cited by 20
“In a meta-analysis, Jonsson and Svingby (2007) found that the use of a well-constructed rubric when evaluating performance can enhance reliability.”
BackgroundMenéndez-Varela, J.-L., & Gregori-Giralt, E. (2018) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2018.06.001 · Cited by 23
Assessment of Parametric Assembly Models Based on CAD Quality Dimensions
Otey, J., Contero, M., & Camba, J. D. (2018) · Computer-Aided Design and Applications · doi:10.14733/cadaps.2019.628-653 · Cited by 20
“Rubrics can be used to assess multi-dimensional performances [2] as well as complex performances [30],[38] and are often considered an invaluable tool for helping students understand the assessment criteria from the beginning [37].”
BackgroundMethodvan Helvoort, A. A. J. (2012) · The Journal of Academic Librarianship · doi:10.1016/j.acalib.2012.03.016 · Cited by 19
Not to scale? An argument-based inquiry into the validity of an L2 writing rating scale
Becker, A. (2018) · Assessing Writing · doi:10.1016/j.asw.2018.01.001 · Cited by 19
Ackerman, D. J. (2018) · ETS Research Report Series · doi:10.1002/ets2.12201 · Cited by 20
“…address these specific issues, researchers can conduct think-alouds or cognitive interviews to determine how individuals are interpreting text and thus why they are responding to item prompts, or scoring items, in a particular way (Bonner, 2013; Jonsson & Svingby, 2007; Snow & Van Hemel, 2008).”
BackgroundKilpatrick, K., Maras, M. A., Brann, K. L., & Kilgus, S. P. (2018) · School Psychology Review · doi:10.17105/spr-2017-0069.v47-3 · Cited by 19
“Acceptable reliability levels were examined against the threshold of .70 or higher (Jönsson & Svingby, 2007).”
BackgroundA Rubric for Assessing Students’ Experimental Problem-Solving Ability
Shadle, S. E., Brown, E. C., Towns, M. H., & Warner, D. L. (2012) · Journal of Chemical Education · doi:10.1021/ed2000704 · Cited by 19
Statistical semi-supervised system for grading multiple peer-reviewed open-ended works
Rico-Juan, J. R., Gallego, A., Valero-Mas, J. J., & Calvo-Zaragoza, J. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.07.017 · Cited by 19
Karaman, P. (2024) · European Journal of Psychology of Education · doi:10.1007/s10212-024-00867-w · Cited by 77
“Previous studies have shown that the effects of rubrics on students’ learning, motivation and their academic performance are inconclusive (Andrade et al., 2009; Jonsson & Svingby, 2007; Panadero et al., 2012).”
Jönsson, A., Panadero, E., Pinedo, L., & Fernández‐Castilla, B. (2025) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2025.2486947 · Cited by 31
“Rubrics have the potential of promoting student learning, supposedly by making expectations and criteria explicit (Jonsson & Svingby, 2007; Panadero & Jönsson, 2013).”
Increased Explicitness of Assessment Criteria: Effects on Student Motivation and Performance
Balan, A., & Jönsson, A. (2018) · Frontiers in Education · doi:10.3389/feduc.2018.00081 · Cited by 24
Faletič, S., & Planinšič, G. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.020136 · Cited by 5
Nadolski, R. J., Hummel, H. G. K., Rusman, E., & Ackermans, K. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-021-10030-7 · Cited by 18
Pérez‐Guillén, S., Carrasco‐Uribarren, A., Celis, C. L.-D., González-Rueda, V., Rodríguez-Rubio, P. R., & Cabanillas‐Barea, S. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03651-w · Cited by 18
“Rubrics appear to have the potential to promote learning because they make expectations and criteria explicit, facilitating feedback, self-evaluation and peer-assessment [1].”
BackgroundYu, W., Zhu, Z., Su, T., Weng, W., & Xu, C. H. (2022) · European Journal Of Dental Education · doi:10.1111/eje.12886 · Cited by 18
Torrington, J., Bower, M., & Burns, E. C. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13338 · Cited by 31
Noroozi, O., & Wever, B. D. (2023) · Social interaction in learning and development · doi:10.1007/978-3-031-29411-2 · Cited by 23
Diab, R. L., & Balaa, L. (2011) · TESOL Journal · doi:10.5054/tj.2011.244132 · Cited by 18
“Importantly, clear rubrics for writing tasks can also promote learning by helping students improve their writing skills (Saddler & Andrade, 2004; Jonsson & Svingby, 2007).”
BackgroundResultMontanero, M., & Madeira, M.-L. (2019) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2019.1650464 · Cited by 18
“In a survey of 75 studies set in different learning areas, Jonsson and Svingby (2007) concluded that rubrics have unquestionable potential as a teaching resource, for both instruction and evaluation of a variety of competences, but their efficacy depends primarily on the specificity and…”
BackgroundProbing the landscape: Toward a systematic taxonomy of online peer assessment systems in education
Babik, D., Gehringer, E. F., Kidd, J. M., Pramudianto, F., & Tinapple, D. (2016) · ODU Digital Commons (Old Dominion University) · Cited by 18
The content aspect of validity in a rubric-based assessment system for course syllabuses
Giralt, E. G., & Varela, J. L. M. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2020.100971 · Cited by 18
Improving Student Presentation Skills Using Asynchronous Video-Based Projects
Namin, A., Ketron, S. C., Kaltcheva, V. D., & Winsor, R. D. (2021) · Organizational Behavior Teaching Review · doi:10.1177/1052562920978805 · Cited by 18
“Svingby (2007) document that rubrics enhance reliability of educational performance assessment; and Reddy and Andrade (2010) note that, for the majority of cases, applying rubrics leads to improvement in performance.”
BackgroundEl‐Den, S., Moles, R. J., Zhang, R., & O’Reilly, C. L. (2021) · Pharmacy · doi:10.3390/pharmacy9010028 · Cited by 18
“Rubrics can be a reliable tool to measure performance when they are accompanied by examples [38].”
MethodWhat do we know about rubrics used in higher education?
Marin-Garcia, J. A., & Santandreu‐Mascarell, C. (2015) · Intangible Capital · doi:10.3926/ic.538 · Cited by 18
Comparing TUIs and GUIs for Primary School Programming
Almjally, A., Howland, K., & Good, J. (2020) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3328778.3366851 · Cited by 18
“A rubric was built based on a task-specific analytical rubric developed by[11,27] and errors were coded following the error analysis method used in [7].”
MethodHigher Education as Context for Music Pedagogy Research
Angelo, E., Knigge, J., Sæther, M., & Waagen, W. (2021) · doi:10.23865/noasp.119 · Cited by 17
Albay, E. M., & Eisma, D. V. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102070 · Cited by 17
PRESENTACIÓN: Evaluación formativa con e-rúbrica: aproximación al estado del arte
de la Serna, M. C., & Bergman, M. (2014) · REDU Revista de Docencia Universitaria · doi:10.4995/redu.2014.6427 · Cited by 17
Jølle, L. (2014) · Assessing Writing · doi:10.1016/j.asw.2014.01.002 · Cited by 17
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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