Effects of Rubrics on Academic Performance, Self-Regulated Learning, and Self-Efficacy: A Meta-Analytic Review

Autor/inn/en	Panadero, Ernesto; Jonsson, Anders; Pinedo, Leire; Fernández-Castilla, Belén
Titel	Effects of Rubrics on Academic Performance, Self-Regulated Learning, and Self-Efficacy: A Meta-Analytic Review
Quelle	In: Educational Psychology Review, 35 (2023) 4, Artikel 113 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Panadero, Ernesto) ORCID (Jonsson, Anders) ORCID (Pinedo, Leire) ORCID (Fernández-Castilla, Belén)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09823-4
Schlagwörter	Scoring Rubrics; Academic Achievement; Self Management; Learning Strategies; Self Efficacy; Meta Analysis; Gender Differences; Age Differences; Educational Attainment; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Schulleistung; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self-efficacy; Selbstwirksamkeit; Meta-analysis; Metaanalyse; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Rubrics are widely used as instructional and learning instrument. Though they have been claimed to have positive effects on students' learning, these effects have not been meta-analyzed. Our aim was to synthesize the effects of rubrics on academic performance, self-regulated learning, and self-efficacy. The moderator effect of the following variables was also investigated: year of publication, gender, mean age, educational level, type of educational level (compulsory vs. higher education), number of sessions, number of assessment criteria, number of performance levels, use of self and peer assessment, research design, and empirical quality of the study. Standardized mean differences (for the three outcomes) and standardized mean changes (SMC; for academic performance) were calculated from the retrieved studies. After correcting for publication bias, a moderate and positive effect was found in favor of rubrics on academic performance (g = 0.45, k = 21, m = 54, 95% CI [0.312, 0.831]; SMC = 0.38, 95% CI [0.02, 0.75], k = 12, m = 30), whereas a small pooled effect was observed for self-regulated learning (g = 0.23, k = 5, m = 17, 95% CI [-0.15, 0.60]) and for self-efficacy (g = 0.18, k = 3, m = 5, 95% CI [-0.81, 0.91]). Most of the moderator variables were not significant. Importantly, to improve the quality of future reports on the effects of rubrics, we provide an instrument to be filled out for rubric scholars in forthcoming studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01