THE USE OF ANALYTIC SCORING

RUBRICS FOR FORMATIVE

ASSESSMENT
Aleksandra Bacia
Final Dissertation
Master in Advanced English Studies
 Figure 1. Rubric and its moderating effects.

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

IMPROVED
Effect moderated
by:

Educational level
and length of
SCORING intervention

RUBRIC

PERFORMANCE
Combination with
meta-cognitive
activities

Gender

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

Improved self-efficacy

Reduced anxiety
 Validity
Transparency
(problematic areas: student’s creativity
restricted?, rubric’s prescriptive nature,
possible instrumentalism,

IMPROVED
rubric’s explicitness (wording,
graphics)
Effect moderated
by:

Educational level
and length of
SCORING intervention

RUBRIC

PERFORMANCE
Combination with
meta-cognitive
activities

Gender

Performance/avoidance self-regulation
decreased

Improved self-efficacy

Reduced anxiety
Thank you.