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THE USE OF ANALYTIC SCORING RUBRICS FOR FORMATIVE ASSESSMENT
THE USE OF ANALYTIC SCORING
RUBRICS FOR FORMATIVE
ASSESSMENT

Aleksandra Bacia Final Dissertation Master in Advanced English Studies

ANALYTIC SCORING RUBRICS FOR FORMATIVE ASSESSMENT Aleksandra Bacia Final Dissertation Master in Advanced English Studies
ANALYTIC SCORING RUBRICS FOR FORMATIVE ASSESSMENT Aleksandra Bacia Final Dissertation Master in Advanced English Studies
Transparency (problematic areas: student’s creativity restricted?, rubric’s prescriptive nature, possible

Transparency

(problematic areas: student’s creativity restricted?, rubric’s prescriptive nature, possible instrumentalism, rubric’s explicitness (wording, graphics)

rubric’s explicitness (wording, graphics ) Figure 1. Rubric and its moderating effects. IMPROVED

Figure 1. Rubric and its moderating effects.

graphics ) Figure 1. Rubric and its moderating effects. IMPROVED PERFORMANCE Effect moderated by: Educational

IMPROVED

PERFORMANCE

Effect moderated by:

Educational level and length of intervention

Combination with meta-cognitive activities

Gender

SCORING

RUBRIC

with meta-cognitive activities Gender SCORING RUBRIC Negative/Avoidance self-regulation decreased
with meta-cognitive activities Gender SCORING RUBRIC Negative/Avoidance self-regulation decreased
with meta-cognitive activities Gender SCORING RUBRIC Negative/Avoidance self-regulation decreased

Negative/Avoidance self-regulation decreased (transparency+time)

Negative/Avoidance self-regulation decreased (transparency+time) Improved self-efficacy Reduced anxiety

Improved self-efficacy

Reduced anxiety

Validity Transparency (problematic areas: student’s creativity restricted?, rubric’s prescriptive nature, possible
Validity
Transparency
(problematic areas: student’s creativity
restricted?, rubric’s prescriptive nature,
possible instrumentalism,
rubric’s explicitness (wording,
graphics)
rubric’s explicitness (wording, graphics) Effect moderated by: Educational level and length of
rubric’s explicitness (wording, graphics) Effect moderated by: Educational level and length of
rubric’s explicitness (wording, graphics) Effect moderated by: Educational level and length of

Effect moderated by:

Educational level and length of intervention

moderated by: Educational level and length of intervention Combination with meta-cognitive activities SCORING RUBRIC

Combination with meta-cognitive activities

SCORING

RUBRIC

Combination with meta-cognitive activities SCORING RUBRIC Gender Performance/avoidance self-regulation decreased

Gender

Performance/avoidance self-regulation decreased

Improved self-efficacy

Reduced anxiety

IMPROVED

PERFORMANCE

Thank you.

Thank you.