Relevant bibliographies by topics / Learning rubrics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning rubrics'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Learning rubrics"

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Chowdhury, Faieza. "Application of Rubrics in the Classroom: A Vital Tool for Improvement in Assessment, Feedback and Learning." International Education Studies 12, no. 1 (2018): 61. http://dx.doi.org/10.5539/ies.v12n1p61.

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Teaching is filled with spirited debate about the best practices for improving students' learning and performance. Today, educators from different parts of the world are supporting the use of rubrics as an instructional tool and highlighting the enormous contributions that rubrics can make in the teaching-learning paradigm. A rubric is a useful grading tool which can help instructors to grade students' work in a more consistent, reliable and unbiased manner. A well-designed rubric can help students to identify their strengths and weaknesses and be more objective about their own
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Herawati, Agnes. "The Use of Rubric: an Opportunity to Promote Thinking and Learning." Humaniora 2, no. 1 (2011): 445. http://dx.doi.org/10.21512/humaniora.v2i1.3053.

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Article discusses the ways in which students perceive and use rubrics to support learning in the classroom. To further examine the impact of rubrics on students learning, this study conducted how rubrics gave impact on students learning, as well as whether using rubrics influenced the thinking ability of the students. In this study, 34 undergraduate students were provided rubrics for each of the two writing assignments assigned during the semester. At the end of the second assignment, students were asked about the use of rubrics as well as the relationship between rubric and performance. The s
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Gallardo, Katherina. "COMPETENCY-BASED ASSESSMENT AND THE USE OF PERFORMANCE-BASED EVALUATION RUBRICS IN HIGHER EDUCATION: CHALLENGES TOWARDS THE NEXT DECADE." Problems of Education in the 21st Century 78, no. 1 (2020): 61–79. http://dx.doi.org/10.33225/pec/20.78.61.

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Rubrics are assessment guides for grading and giving feedback to students while demonstrating acquired knowledge and skills. In the last decades, rubrics have been all part of the most used learning evaluation tools in higher education. Its use is further well-related to competency-based assessment purposes. Nevertheless, criticism around design and application has been also implemented in certain reports. In order to understand rubrics’ evolution, practice, benefits, and trends, a systematic literature review on rubrics’ design and use has been conducted. Two databases were selected: Scopus a
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Anderson, Joseph S., and Lawrence C. Mohrweis. "Using Rubrics To Assess Accounting Students Writing, Oral Presentations, And Ethics Skills." American Journal of Business Education (AJBE) 1, no. 2 (2008): 85–94. http://dx.doi.org/10.19030/ajbe.v1i2.4627.

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This paper presents examples of rubrics that can be used in the assessment of the acquisition of generic skills in accounting education. A rubric is a matrix containing the various factors of an assignment along one dimension (rows) and descriptors of the qualitative levels of accomplishment along the other dimension (columns). A rubric can facilitate the grading of assignments and help students improve their generic skills. Examples of rubrics are presented that educators may find beneficial to enhance the generic skills of their students. This paper illustrates five different rubrics and pro
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Luctkar-Flude, Marian, Deborah Tregunno, Kim Sears, Cheryl Pulling, Kayla Lee, and Rylan Egan. "Reliability and validity of scenario-specific versus generic simulation assessment rubrics." Journal of Nursing Education and Practice 10, no. 8 (2020): 74. http://dx.doi.org/10.5430/jnep.v10n8p74.

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Background: This study assessed reliability and validity of scenario-specific and generic simulation assessment rubrics used in two different deteriorating patient simulations, and explored learner and instructor preferences.Methods: Learner performance was rated independently by three instructors using two rubrics.Results: A convenience sample of 29 nursing students was recruited. Inter-rater reliability was similar but slightly higher for the generic rubric than the scenario-specific learning outcomes assessment rubric (ICC = .759 vs .748 and IRR = .693 vs .641) for two different scenarios.
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K. Morton, Jason, Maria Northcote, Peter Kilgour, and Wendy A. Jackson. "Sharing the construction of assessment rubrics with students: A Model for collaborative rubric construction." Journal of University Teaching and Learning Practice 18, no. 4 (2021): 98–111. http://dx.doi.org/10.53761/1.18.4.9.

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Traditionally, rubrics were used simply as grading tools to provide marking frameworks that were transparent to students. More recently, rubrics have been promoted as educational tools to inform students of good practice with the assumption that they engage with these rubrics to guide their learning. However, some tensions arise from this approach, including the assumption that students actually engage with assessment rubrics and, most notably, whether students understand the purpose of rubrics and the language used within. In response, this paper promotes the practice of teachers involving th
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He, Xiaohua, and Anne Canty. "Empowering Student Learning Through Rubric-Referenced Self-Assessment*." Journal of Chiropractic Education 26, no. 1 (2012): 24–31. http://dx.doi.org/10.7899/1042-5055-26.1.24.

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Purpose: The purpose of this study was to investigate the effect of rubric-referenced self-assessment on performance of anatomy assignments in a group of chiropractic students. Methods: Participants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, howe
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Tang, Xiaowei, Janet Coffey, and Daniel M. Levin. "Reconsidering the Use of Scoring Rubrics in Biology Instruction." American Biology Teacher 77, no. 9 (2015): 669–75. http://dx.doi.org/10.1525/abt.2015.77.9.4.

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Scoring rubrics are widely employed across content areas and grade levels, including in high school biology classes. Besides regular external use within accountability systems, educators also have advanced their instructional use inside classrooms. In recent years, a consensus appears to be emerging in the educational literature that instructional use of rubrics is beneficial for student learning, and numerous examples in the research and practitioner literature establish their importance in teachers’ planning, instruction, and assessment. We examine this assumption through close analysis of s
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Nurhayati, Hardoko, and Warman. "Pengembangan Evaluasi Pembelajaran Tematik Dengan Menggunakan Rubrik Kelas IV di Gugus IV Kecamatan Samarinda Ulu." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 2, no. 1 (2019): 47–58. http://dx.doi.org/10.30872/diglosia.v2i1.17.

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This study aims to (1) find out the facts of learning in the field towards evaluating thematic learning using the grade IV elementary school rubric; (2) knowing the feasibility of evaluating thematic learning by using the rubric in grade IV elementary school students; (3) knowing the effectiveness of evaluating thematic learning by using the rubric in grade IV elementary school students. This research is a Research and Development (R & D) study with a procedural model that adapts research procedures according to Borg and Gall which can be done in 10 stages (1) research and information coll
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Gupta, Somyata, and Sangeeta Chauhan. "Exploring the Use of Rubrics as a Self Assessment Tool for Pre-service Teachers." International Journal of Information and Education Technology 10, no. 10 (2020): 781–86. http://dx.doi.org/10.18178/ijiet.2020.10.10.1458.

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Evaluating students constructively through a host of self-assessment tools can help create engaged and committed learners which are a requisite for the current educational scenario. This study was attempted in an English writing class at a Pre-Service Teacher Education Institution in India to deconstruct the significance of rubrics as a self-assessment tool leading to the attainment of better learning experiences. For an empirical investigation of relationships between variables, the authors designed a Rubric Table, collected data using a Questionnaire and conducted a statistical analysis of t
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Dissertations / Theses on the topic "Learning rubrics"

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Liljenberg, Tobias. "Rubrics for learning: Why and how?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43909.

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This essay examines rubrics for learning found in the learning platform Unikum and analyses their construction in relation to research on rubrics for learning. Formative assessment, variation theory and design for learning together with previous research are used as a framework for analysis. Jönsson (2017) says that rubrics for learning are used for formative assessment in order to answer Hattie’s (2007) three questions for feedback: Where am I going, how am I going and where to next? To be able to do that, rubrics should contain clear criteria and task-level specificity with several levels of
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Poulin, Christina M. "Do rubrics improve students' metacomprehension accuracy?" Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1374595640.

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Arias, Morel Angela, and Louise Torgén. "The use of learning rubrics in English as a foreign language primary school classrooms in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33599.

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Learning rubrics are adapted to the students’ understanding, and contain a clear focus of what they are supposed to learn. Teachers’ knowledge about them seems to be limited, and assessment rubrics are a more common tool for teachers’ assessment practices (Alm, 2015).Even though the Swedish school curriculum encourages teachers to use formative assessment as an active part of their teaching, due to its beneficial factors for students learning development, studies have shown that summative assessment is a preferred practice among teachers.This paper analyzes the teachers use of learning rubrics
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Castle, Courtney. "Measuring Multidimensional Science Learning: Item Design, Scoring, and Psychometric Considerations." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107904.

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Thesis advisor: Henry Braun<br>The Next Generation Science Standards propose a multidimensional model of science learning, comprised of Core Disciplinary Ideas, Science and Engineering Practices, and Crosscutting Concepts (NGSS Lead States, 2013). Accordingly, there is a need for student assessment aligned with the new standards. Creating assessments that validly and reliably measure multidimensional science ability is a challenge for the measurement community (Pellegrino, et al., 2014). Multidimensional assessment tasks may need to go beyond typical item designs of standalone multiple-choice
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Margolin, Tiki. "Engaging schools in learning cycles : a study of the impact of a mentoring model on teacher empowerment." Thesis, Anglia Ruskin University, 2009. http://arro.anglia.ac.uk/123187/.

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This applied research in education was undertaken within the context of a school mentoring programme, where my role as a mentor researcher is directed at promoting change in teacher pedagogy consistent with junior-high school educational reforms in Israel. The purpose of this study has been twofold: 1) to confront conflicting issues that exist between the need for change in teacher pedagogy and the resistance felt by many of them toward ‘never ending’ new reforms and: 2). to investigate the impact of the mentoring model (MM) on learning processes that foster teacher empowerment. Assessment of
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Doscher, Stephanie Paul. "The Development of Rubrics to Measure Undergraduate Students' Global Awareness and Global Perspective: A Validity Study." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/588.

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Higher education institutions across the United States have developed global learning initiatives to support student achievement of global awareness and global perspective, but assessment options for these outcomes are extremely limited. A review of research for a global learning initiative at a large, Hispanic-serving, urban, public, research university in South Florida found a lack of instruments designed to measure global awareness and global perspective in the context of an authentic performance assessment. This quasi-experimental study explored the development of two rubrics for the globa
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Kruger, Sandra Carolina. "The use of rubrics in the assessment of social sciences (history) in the get band in transformational outcomes-based education." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1910.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2007<br>With the advent of implementing transformational outcomes-based education in South African schools, educators have had to adopt a standards-based assessment approach. Rubrics as an assessment scoring tool have been acclaimed as one of the most effective assessment tools with which standards-based assessment can be implemented and managed. This study explores the ways in which educators manage assessment in their classrooms whilst promoting the basic tenets of transformational outcomes-based education
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Swartswe, Linnea. "“We are not going to hide what they are going to learn” - A Study about Rubrics for Speaking Skills in The English Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30600.

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A rubric specifically for speaking skills was recently implemented and practiced in an English classroom for grade 6, in a school in the south of Sweden. The predetermined effected results of how the rubric works is debated among many schools and researchers, but no research have been done on the actually effects specifically in this area recently. Therefore, the overall aim for this study is to analyse how this specific tool for the spoken language learning works in practice. The study includes theory and previous research, which will be presented and moreover discussed in relation to the fin
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Voelcker, Marta Dieterich. "Tecnologias digitais e a mudança de paradigma na educação : a aprendizagem ativa dos educadores como favorecedora de diferenciação e sustentação da mudança." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/70613.

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Esta tese apresenta movimentos e teorias que demandam a mudança de paradigma na educação básica. A adoção de métodos ativos de aprendizagem com uso de tecnologia digital é defendida como oportunidade para concretização da inovação desejada. O problema é definido com a identificação de barreiras para concretização da mudança em escala. A intenção de diferenciar a educação esbarra em limitações na formação e vivência de educadores em relação ao paradigma desejado e ao uso da tecnologia digital. Uma pesquisa ação participante foi conduzida em um centro social, com organização semelhante a uma esc
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Canterbury, Sandra Ann. "An Investigation of Conceptual Knowledge: Urban African American Middle School Students' Use of Fraction Representations and Fraction Computations in Performance-Based Tasks." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/22.

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A relatively large number of 8th-grade public middle school students in the United States, particularly in urban communities, are not performing at acceptable levels in mathematics. One concept that poses significant difficulty for these students and negatively affects their overall mathematics achievement is fractions. Many researchers have attributed these difficulties primarily to traditional fraction instruction that emphasizes procedural rather than conceptual knowledge. Therefore this study was designed to investigate how students use their computational and conceptual knowledge and frac
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Books on the topic "Learning rubrics"

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From standards to rubrics in six steps: Tools for assessing student learning. 3rd ed. Corwin Press, 2011.

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From standards to rubrics in six steps: Tools for assessing student learning, K-8. Corwin Press, 2006.

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1947-, Levi Antonia, ed. Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning. 2nd ed. Stylus, 2012.

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1947-, Levi Antonia, ed. Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning / Dannelle D. Stevens, Antonia Levi. Stylus Pub., 2005.

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Carrie, Ekey, ed. The next-step guide to exemplary environments for literacy learning: Resources and rubrics for school and classroom self-assessment and goal-setting for principals, coaches, and teacher study groups, K-6. Heinemann, 2010.

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Dewar, Jacqueline M. Analyzing Evidence. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.003.0008.

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Chapter 7 focuses on two methods for analyzing qualitative data: rubrics and content analysis or coding. Rubrics facilitate the assessment of separate aspects of a complex task. A rubric with dimensions and performance levels that align well with the research question can be a valuable assessment tool in a scholarship of teaching and learning (SoTL) study. The chapter takes the reader through the process of creating a rubric, and then applying it, as well as a discussion of achieving inter-rater agreement. It also describes techniques for coding qualitative data (also called content analysis)
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Assessing And Improving Your Teaching Strategies And Rubrics For Faculty Growth And Student Learning. John Wiley & Sons Inc, 2013.

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Blumberg, Phyllis. Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty Growth and Student Learning. Wiley & Sons, Incorporated, John, 2013.

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Blumberg, Phyllis. Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty Growth and Student Learning. Wiley & Sons, Incorporated, John, 2013.

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Stevens, Dannelle D., and Antonia J. Levi. Introduction To Rubrics: An Assessment Tool To Save Grading Time, Convey Effective Feedback and Promote Student Learning. Stylus Publishing, 2004.

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Book chapters on the topic "Learning rubrics"

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Tan, Kelvin Heng Kiat. "Rubrics for Different Types of Learning and Learners." In Assessment Rubrics Decoded. Routledge, 2020. http://dx.doi.org/10.4324/9780429022081-4.

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Stanley, Todd. "Teaching Students to Create Rubrics." In Project-Based Learning for Gifted Students, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003237310-8.

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Company, Pedro, Jeffrey Otey, María-Jesús Agost, Manuel Contero, and Jorge D. Camba. "Go/No Go Criteria in Formative E-Rubrics." In Learning and Collaboration Technologies. Learning and Teaching. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91152-6_20.

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de Leeuw, Johanna. "Rubrics and Exemplars in Writing Assessment." In Leadership of Assessment, Inclusion, and Learning. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23347-5_4.

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Stanley, Todd. "Creating Ownership With Calendars, Contracts, and Rubrics." In Project-Based Learning for Gifted Students, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003237310-3.

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Al-Jarf, Reima. "Assessing EFL College Instructors’ Performance with Digital Rubrics." In Teaching and Learning in Saudi Arabia. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-205-9_1.

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Hagiya, Masami, Kosuke Fukuda, Yoshinori Tanabe, and Toshinori Saito. "Automatically Generating Programming Questions Corresponding to Rubrics Using Assertions and Invariants." In Sustainable ICT, Education and Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28764-1_11.

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Jönsson, Anders, and Ernesto Panadero. "The Use and Design of Rubrics to Support Assessment for Learning." In The Enabling Power of Assessment. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-3045-1_7.

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Kamei, Toshiko, and Kerry Woods. "The Development of Problem-Solving Rubrics to Define Learning Progressions for Students with Additional Needs." In Understanding Students with Additional Needs as Learners. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56596-1_8.

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Acheson, Kris, Ashley Finley, Louis Hickman, Lee Sternberger, and Craig Shealy. "Interdisciplinary innovations in formative and summative assessment: The Beliefs, Events, and Values Inventory; VALUE rubrics; and the Cultural Controllability Scale." In Assessing undergraduate learning in psychology: Strategies for measuring and improving student performance. American Psychological Association, 2021. http://dx.doi.org/10.1037/0000183-016.

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Conference papers on the topic "Learning rubrics"

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A. Nkhoma, Clara, Mathews Nkhoma, Susan Thomas, and Nha Quoc Le. "The Role of Rubrics in Learning and Implementation of Authentic Assessment: A Literature Review." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4606.

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Aim/Purpose: This study will review the existing literature on the advantages and challenges associated with rubric design and implementation. The role of rubric as an authentic assessment instrument will also be discussed. Background: This study provides an overall understanding of ‘rubric design, the benefits and challenges of using rubrics, which will be useful for both practitioners and researchers alike. Methodology: A comprehensive literature review was carried out on rubric, educational assessment, authentic assessment and other related topics. Contribution: Different types of rubrics a
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Platanitis, George, Remon Pop-Iliev, and Scott Nokleby. "Implementation and Effect of Rubrics in Capstone Design Courses." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86996.

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This paper demonstrates the implementation of a two-dimensional rubric system into capstone-level design courses as the preferred method for assigning and evaluating students’ design work. The rubric is based on the ICE (Ideas, Connections, and Extensions) learning and application levels, having been expanded from the basic one-dimensional rubric into two dimensions to further resolve each rank (level of application) into skill levels of learning of a given concept (i.e., a design project element), with qualitative descriptors summarizing the requirements for each skill level versus rank coord
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Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.

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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing b
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"Innovative Assessment for Collaborative Learning: The Antithetical Rubrics." In March 2017 Singapore International Conferences. EAP, 2017. http://dx.doi.org/10.17758/eap.eph317037.

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Tuysuzoglu, Goksu, Nazanin Moarref, Zehra Cataltepe, Ayse Tosun Misirli, and Yusuf Yaslan. "Analysing graduation project rubrics using machine learning techniques." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250211.

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Petrova, Elena. "CHECKLISTS AND RUBRICS: DO THEY REALLY PROMOTE LEARNING?" In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1069.

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Conchado, Andrea, Isabel Martón, Rosa Alcover Arandiga, et al. "RELIABILITY ANALYSIS IN SCORING RUBRICS FOR ASSESSING PROBLEM SOLVING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2367.

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Wang, Tianqi, Naoya Inoue, Hiroki Ouchi, Tomoya Mizumoto, and Kentaro Inui. "Inject Rubrics into Short Answer Grading System." In Proceedings of the 2nd Workshop on Deep Learning Approaches for Low-Resource NLP (DeepLo 2019). Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-6119.

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Perry, Josephine, and Melissa Arnold-Chamney. "MODULAR RUBRICS AS A BUILDING BLOCK OF CONSISTENT ASSESSMENT." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0142.

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Dimopoulos, Ioannis, Ourania Petropoulou, and Symeon Retalis. "Assessing students' performance using the learning analytics enriched rubrics." In the Third International Conference. ACM Press, 2013. http://dx.doi.org/10.1145/2460296.2460335.

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Reports on the topic "Learning rubrics"

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source colle
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