Putting Rubrics to the Test The Effect of a Model, Criteria Generation, and RubricReferenced SelfAss

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Putting Rubrics to the Test The Effect of a
Model, Criteria Generation,and Rubric-Referenced
Self-Assessment on Elementary School students
WritingHeidi L. Andrade, Ying Du, and Xiaolei
Wang, University at Albany, South New York .
Summarized and Presented by
Nari Nachuang
Ph.D Candidate , Educational Research and
Evaluation, MSU.
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Contents
Background Review literature
1
Research Questions Hypotheses
2
3
Method Data Sources
4
Results Discussion
3
Background Review literature
Two reviewed Issues
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The purpose of this study 1
To investigate the effect of
reading a model written assignment
students scores for a written assignment
generating a list of criteria for the assignment
on
self-assessing according to a rubric
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The purpose of this study 2
as well as
To examine the influence of
gender
students scores for a written assignment
prior rubric use
on
time spent writing
Previous achievement
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Research Questions
Is there a main effect of a model, generating
criteria, and rubric-referenced self-assessment
on scores assigned to students writing?
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Research Hypotheses
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Participants
ELA
Grade
Social
N
3A
treatment

46
treatment
3B

3C
Comparison

4A

treatment

70
4B

Comparison
4C
treatment


4D
Comparison

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Conditions
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The Treatment Condition
using a model paper to scaffold the process of
generating a list of criteria for an effective
story or essay
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The Comparison Condition
generating a list of criteria for an effective
story or essay
reviewing first drafts
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Procedures
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Method Data Sources
Essays
Previous achievement
Procedure
Treatment variables
Prior Rubric Use
Treatment variables
Class time write
Model Story
Self assessment
Rubrics
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Findings
include
main effect of
Previous achievement
Treatment
on
scores for the individual criteria
total writing scores
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Analysis Results
Entire
The treatment Relate to all criteria scores
significantly
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Conclusion
using a model to generate criteria for an
assignment

using a rubric for self-assessment
students produce more effective writing
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Discussion for The Effect size
The study provides support for the hypothesis
The effect size for total essay scores (partial
?2 .15) is small but meaningful in practice
As
Classroom grades comparison shown
comparison group grade was a high C.
treatment group grade was a low B
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Discussion for influence

• The influence of gender on writing scores was
  relatively predictable

As
girls tended to receive higher scores for their
writing than boys
And
amount of time spent on writing was not related
to total scores
Attribute that
students needed more time to work on their
assignments
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Discussion for rubric use
prior rubric use was not associated with total
scores on the writing assignments
because
Most of the students have prior rubric used to
the study minimally
As
6 teachers exposed their students to rubrics
Only four teachers handed out rubrics to
students before they began an assignment.
Only two teachers ask students to use rubrics
to self-assessment their first draft writing.
Conclude that
Simply handed out rubrics is not enough to have
measurable effect on studentswork
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Discussion for treatment on criteria
The treatment
had not
had
a significant influence on
a significant influence on
sentences and conventions
ideas and content, organization, paragraph
formatting, voice and tone, word choice.
Interpret that
finding as additional evidence of the effect of
formal self-assessment
that conventions criterion was not attended to
during the rubric-referenced self-assessment done

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Discussion for treatment on criteria 2
effect of treatment on the voice, or ideas and
content criteria againts rejoinder to recent
critiques of rubrics
As
recent critiques of rubrics argue that rubric had
low potential to promote writing assignment
Because
rubric can involed only on most quantifiable and
least important qualities
So
effect of treatment on the voice, or ideas and
content criteria found in this study was
refered to the potential of treatments process
.
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Discussion for limitations
could effects of rubric use by students could be
illuminating
could effects of rubric use by students could be
illuminating
could have led to nonequivalent groups
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Discussion for Sugestion
Should make more study in higher education,
diverse populations and learning disabilities
students
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Thank You

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