Role of Rubric-Referenced Self-Assessment in Learning to Write
The authors examined the impact of self-assessment on 7th- and 8th-grade students' written essays. Students wrote 2 essays: historical fiction essay and response to literature essay. All students received instructional rubrics that articulated the criteria and gradations of quality for the give...
Gespeichert in:
| Veröffentlicht in: | The Journal of educational research (Washington, D.C.) D.C.), 2003-09, Vol.97 (1), p.21-30 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 30 |
|---|---|
| container_issue | 1 |
| container_start_page | 21 |
| container_title | The Journal of educational research (Washington, D.C.) |
| container_volume | 97 |
| creator | Andrade, Heidi Goodrich Boulay, Beth A. |
| description | The authors examined the impact of self-assessment on 7th- and 8th-grade students' written essays. Students wrote 2 essays: historical fiction essay and response to literature essay. All students received instructional rubrics that articulated the criteria and gradations of quality for the given essay. Students in the treatment group participated in 2 formal self-assessment lessons, during which they used the rubric to assess the quality of their drafts. Authors used multiple linear regression to examine the relationship between essay scores, treatment, and a set of control predictors. The results from the historical fiction essay suggested a positive relationship between the treatment and girls' scores, but no statistically significant relationship between the treatment and boys' scores. The results from the response to literature essay showed no effect of treatment for either boys or girls. The results are explained in terms of the insufficiency of the intervention, as well as the possible effects of rubrics, school conditions, and gender differences in response to self-generated feedback. |
| doi_str_mv | 10.1080/00220670309596625 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1080_00220670309596625</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><jstor_id>27542460</jstor_id><sourcerecordid>27542460</sourcerecordid><originalsourceid>FETCH-LOGICAL-c423t-90a14534826b27c3e356d61a8aef0902d461135483e789c97fd215624bbaddcc3</originalsourceid><addsrcrecordid>eNqFUEtLAzEQDqJgrf4AD8IieFzNOxsQoRRfUBCq4jGk2US2bDc1SdH-e1O26kHEucww34sZAI4RPEewghcQYgy5gARKJjnHbAcMkKSwzEu2CwYbfDOjfXAQ4xzmErgagKupb23hXTFdzUJjyql1NtjO2Lp4tK0rRzHaGBe2S0XTFROrQ9d0r0XyxUtokj0Ee0630R5t-xA831w_je_KycPt_Xg0KQ3FJJUSakQZoRXmMywMsYTxmiNdaeughLimHCHCaEWsqKSRwtUYMY7pbKbr2hgyBKe97zL4t5WNSc39KnQ5UmFIkRScVJmEepIJPsZgnVqGZqHDWiGoNl9Sv76UNWdbYx2Nbl3QnWnij5ARzLikmXfS8-Yx-fCNY8EophxmXPR40zkfFvrdh7ZWSa9bH75Mf6Wr9JGy8vJfJfn7gE-sEZMw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>204197638</pqid></control><display><type>article</type><title>Role of Rubric-Referenced Self-Assessment in Learning to Write</title><source>JSTOR Archive Collection A-Z Listing</source><source>EBSCOhost Education Source</source><creator>Andrade, Heidi Goodrich ; Boulay, Beth A.</creator><creatorcontrib>Andrade, Heidi Goodrich ; Boulay, Beth A.</creatorcontrib><description>The authors examined the impact of self-assessment on 7th- and 8th-grade students' written essays. Students wrote 2 essays: historical fiction essay and response to literature essay. All students received instructional rubrics that articulated the criteria and gradations of quality for the given essay. Students in the treatment group participated in 2 formal self-assessment lessons, during which they used the rubric to assess the quality of their drafts. Authors used multiple linear regression to examine the relationship between essay scores, treatment, and a set of control predictors. The results from the historical fiction essay suggested a positive relationship between the treatment and girls' scores, but no statistically significant relationship between the treatment and boys' scores. The results from the response to literature essay showed no effect of treatment for either boys or girls. The results are explained in terms of the insufficiency of the intervention, as well as the possible effects of rubrics, school conditions, and gender differences in response to self-generated feedback.</description><identifier>ISSN: 0022-0671</identifier><identifier>EISSN: 1940-0675</identifier><identifier>DOI: 10.1080/00220670309596625</identifier><identifier>CODEN: JEDRAP</identifier><language>eng</language><publisher>Washington, DC: Taylor & Francis Group</publisher><subject>Academic Achievement ; Achievement tests ; assessment of writing ; Behavioral Objectives ; Biological and medical sciences ; Children & youth ; Curricula ; Design ; Developmental psychology ; Educational Environment ; Educational leadership ; Educational psychology ; Educational research ; Essays ; Ethnicity ; Feedback ; Fundamental and applied biological sciences. Psychology ; Gender differences ; Geometric lines ; Historical fiction ; Hypotheses ; Language arts ; Learning ; Literary history ; Literature ; Middle schools ; Peers ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Quality ; rubric-referenced ; Schools ; Self evaluation ; self-regulated learning ; Skill development ; Social psychology ; Student writing ; Teaching ; Writers ; Writing ; Writing instruction ; Writing tests</subject><ispartof>The Journal of educational research (Washington, D.C.), 2003-09, Vol.97 (1), p.21-30</ispartof><rights>Copyright Taylor & Francis Group, LLC 2003</rights><rights>Copyright 2003 Helen Dwight Reid Educational Foundation</rights><rights>2004 INIST-CNRS</rights><rights>Copyright HELDREF PUBLICATIONS Sep/Oct 2003</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c423t-90a14534826b27c3e356d61a8aef0902d461135483e789c97fd215624bbaddcc3</citedby><cites>FETCH-LOGICAL-c423t-90a14534826b27c3e356d61a8aef0902d461135483e789c97fd215624bbaddcc3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/27542460$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/27542460$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27924,27925,58017,58250</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=15325694$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Andrade, Heidi Goodrich</creatorcontrib><creatorcontrib>Boulay, Beth A.</creatorcontrib><title>Role of Rubric-Referenced Self-Assessment in Learning to Write</title><title>The Journal of educational research (Washington, D.C.)</title><description>The authors examined the impact of self-assessment on 7th- and 8th-grade students' written essays. Students wrote 2 essays: historical fiction essay and response to literature essay. All students received instructional rubrics that articulated the criteria and gradations of quality for the given essay. Students in the treatment group participated in 2 formal self-assessment lessons, during which they used the rubric to assess the quality of their drafts. Authors used multiple linear regression to examine the relationship between essay scores, treatment, and a set of control predictors. The results from the historical fiction essay suggested a positive relationship between the treatment and girls' scores, but no statistically significant relationship between the treatment and boys' scores. The results from the response to literature essay showed no effect of treatment for either boys or girls. The results are explained in terms of the insufficiency of the intervention, as well as the possible effects of rubrics, school conditions, and gender differences in response to self-generated feedback.</description><subject>Academic Achievement</subject><subject>Achievement tests</subject><subject>assessment of writing</subject><subject>Behavioral Objectives</subject><subject>Biological and medical sciences</subject><subject>Children & youth</subject><subject>Curricula</subject><subject>Design</subject><subject>Developmental psychology</subject><subject>Educational Environment</subject><subject>Educational leadership</subject><subject>Educational psychology</subject><subject>Educational research</subject><subject>Essays</subject><subject>Ethnicity</subject><subject>Feedback</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Gender differences</subject><subject>Geometric lines</subject><subject>Historical fiction</subject><subject>Hypotheses</subject><subject>Language arts</subject><subject>Learning</subject><subject>Literary history</subject><subject>Literature</subject><subject>Middle schools</subject><subject>Peers</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Quality</subject><subject>rubric-referenced</subject><subject>Schools</subject><subject>Self evaluation</subject><subject>self-regulated learning</subject><subject>Skill development</subject><subject>Social psychology</subject><subject>Student writing</subject><subject>Teaching</subject><subject>Writers</subject><subject>Writing</subject><subject>Writing instruction</subject><subject>Writing tests</subject><issn>0022-0671</issn><issn>1940-0675</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2003</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNqFUEtLAzEQDqJgrf4AD8IieFzNOxsQoRRfUBCq4jGk2US2bDc1SdH-e1O26kHEucww34sZAI4RPEewghcQYgy5gARKJjnHbAcMkKSwzEu2CwYbfDOjfXAQ4xzmErgagKupb23hXTFdzUJjyql1NtjO2Lp4tK0rRzHaGBe2S0XTFROrQ9d0r0XyxUtokj0Ee0630R5t-xA831w_je_KycPt_Xg0KQ3FJJUSakQZoRXmMywMsYTxmiNdaeughLimHCHCaEWsqKSRwtUYMY7pbKbr2hgyBKe97zL4t5WNSc39KnQ5UmFIkRScVJmEepIJPsZgnVqGZqHDWiGoNl9Sv76UNWdbYx2Nbl3QnWnij5ARzLikmXfS8-Yx-fCNY8EophxmXPR40zkfFvrdh7ZWSa9bH75Mf6Wr9JGy8vJfJfn7gE-sEZMw</recordid><startdate>20030901</startdate><enddate>20030901</enddate><creator>Andrade, Heidi Goodrich</creator><creator>Boulay, Beth A.</creator><general>Taylor & Francis Group</general><general>Heldref Publications</general><general>Taylor & Francis Inc</general><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7WY</scope><scope>7WZ</scope><scope>7XB</scope><scope>87Z</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8FL</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FRNLG</scope><scope>FYUFA</scope><scope>F~G</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K60</scope><scope>K6~</scope><scope>L.-</scope><scope>LIQON</scope><scope>M0C</scope><scope>M0P</scope><scope>M2M</scope><scope>PQBIZ</scope><scope>PQBZA</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>20030901</creationdate><title>Role of Rubric-Referenced Self-Assessment in Learning to Write</title><author>Andrade, Heidi Goodrich ; Boulay, Beth A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c423t-90a14534826b27c3e356d61a8aef0902d461135483e789c97fd215624bbaddcc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2003</creationdate><topic>Academic Achievement</topic><topic>Achievement tests</topic><topic>assessment of writing</topic><topic>Behavioral Objectives</topic><topic>Biological and medical sciences</topic><topic>Children & youth</topic><topic>Curricula</topic><topic>Design</topic><topic>Developmental psychology</topic><topic>Educational Environment</topic><topic>Educational leadership</topic><topic>Educational psychology</topic><topic>Educational research</topic><topic>Essays</topic><topic>Ethnicity</topic><topic>Feedback</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Gender differences</topic><topic>Geometric lines</topic><topic>Historical fiction</topic><topic>Hypotheses</topic><topic>Language arts</topic><topic>Learning</topic><topic>Literary history</topic><topic>Literature</topic><topic>Middle schools</topic><topic>Peers</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Quality</topic><topic>rubric-referenced</topic><topic>Schools</topic><topic>Self evaluation</topic><topic>self-regulated learning</topic><topic>Skill development</topic><topic>Social psychology</topic><topic>Student writing</topic><topic>Teaching</topic><topic>Writers</topic><topic>Writing</topic><topic>Writing instruction</topic><topic>Writing tests</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Andrade, Heidi Goodrich</creatorcontrib><creatorcontrib>Boulay, Beth A.</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Access via ABI/INFORM (ProQuest)</collection><collection>ABI/INFORM Global (PDF only)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ABI/INFORM Global (Alumni Edition)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ABI/INFORM Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>Business Premium Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Business Premium Collection (Alumni)</collection><collection>Health Research Premium Collection</collection><collection>ABI/INFORM Global (Corporate)</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>ProQuest Business Collection (Alumni Edition)</collection><collection>ProQuest Business Collection</collection><collection>ABI/INFORM Professional Advanced</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>ABI/INFORM Global</collection><collection>Education Database</collection><collection>Psychology Database</collection><collection>ProQuest One Business</collection><collection>ProQuest One Business (Alumni)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>The Journal of educational research (Washington, D.C.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Andrade, Heidi Goodrich</au><au>Boulay, Beth A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Role of Rubric-Referenced Self-Assessment in Learning to Write</atitle><jtitle>The Journal of educational research (Washington, D.C.)</jtitle><date>2003-09-01</date><risdate>2003</risdate><volume>97</volume><issue>1</issue><spage>21</spage><epage>30</epage><pages>21-30</pages><issn>0022-0671</issn><eissn>1940-0675</eissn><coden>JEDRAP</coden><abstract>The authors examined the impact of self-assessment on 7th- and 8th-grade students' written essays. Students wrote 2 essays: historical fiction essay and response to literature essay. All students received instructional rubrics that articulated the criteria and gradations of quality for the given essay. Students in the treatment group participated in 2 formal self-assessment lessons, during which they used the rubric to assess the quality of their drafts. Authors used multiple linear regression to examine the relationship between essay scores, treatment, and a set of control predictors. The results from the historical fiction essay suggested a positive relationship between the treatment and girls' scores, but no statistically significant relationship between the treatment and boys' scores. The results from the response to literature essay showed no effect of treatment for either boys or girls. The results are explained in terms of the insufficiency of the intervention, as well as the possible effects of rubrics, school conditions, and gender differences in response to self-generated feedback.</abstract><cop>Washington, DC</cop><pub>Taylor & Francis Group</pub><doi>10.1080/00220670309596625</doi><tpages>10</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-0671 |
| ispartof | The Journal of educational research (Washington, D.C.), 2003-09, Vol.97 (1), p.21-30 |
| issn | 0022-0671 1940-0675 |
| language | eng |
| recordid | cdi_crossref_primary_10_1080_00220670309596625 |
| source | JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Academic Achievement Achievement tests assessment of writing Behavioral Objectives Biological and medical sciences Children & youth Curricula Design Developmental psychology Educational Environment Educational leadership Educational psychology Educational research Essays Ethnicity Feedback Fundamental and applied biological sciences. Psychology Gender differences Geometric lines Historical fiction Hypotheses Language arts Learning Literary history Literature Middle schools Peers Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Quality rubric-referenced Schools Self evaluation self-regulated learning Skill development Social psychology Student writing Teaching Writers Writing Writing instruction Writing tests |
| title | Role of Rubric-Referenced Self-Assessment in Learning to Write |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-04T02%3A33%3A34IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Role%20of%20Rubric-Referenced%20Self-Assessment%20in%20Learning%20to%20Write&rft.jtitle=The%20Journal%20of%20educational%20research%20(Washington,%20D.C.)&rft.au=Andrade,%20Heidi%20Goodrich&rft.date=2003-09-01&rft.volume=97&rft.issue=1&rft.spage=21&rft.epage=30&rft.pages=21-30&rft.issn=0022-0671&rft.eissn=1940-0675&rft.coden=JEDRAP&rft_id=info:doi/10.1080/00220670309596625&rft_dat=%3Cjstor_cross%3E27542460%3C/jstor_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=204197638&rft_id=info:pmid/&rft_jstor_id=27542460&rfr_iscdi=true |