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- Vol 5 RE: Chapters 8, App C
rubricsacademic performanceself-regulated learningself-efficacyformative assessmentpeer assessmentfeedback and revisionJournal article Evidence summaryAt a glance
Panadero and colleagues meta-analyse research on how rubrics relate to academic performance, self-regulated learning, and self-efficacy.
Key ideas
Rubrics can clarify criteria and performance levels, helping learners plan, monitor, self-assess, and revise their work, especially when used formatively rather than only for scoring. Effects vary with the way rubrics and associated self- or peer-assessment activities are designed. The review therefore supports making quality criteria usable by learners and combining rubrics with dialogue, comparison, feedback, and revision rather than assuming that simply distributing a rubric produces self-regulation.
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Its meta-analytic design also makes the limits and variability of the evidence more visible than a single classroom study could.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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