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The use of scoring rubrics: Reliability, validity and educational consequences

Jonsson, Anders, Svingby, Gunilla·2007·Educational Research Review

DOI 10.1016/j.edurev.2007.05.002

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Research works printed but not linked: 2

Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (submitted for publication). Assessment in competence-based education: How can assessment quality be evaluated? Educational Research Review.
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Sorted by citations

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).”
Background
The 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.”
BackgroundInfluential
Publication 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).”
Method
Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation.
Voss, 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.”
BackgroundMethod

See all 1,509

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)
DOI: 10.1016/j.edurev.2007.05.002
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
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
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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The use of scoring rubrics: Reliability, validity and educational consequences

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