ERIC Number: EJ1039541
Record Type: Journal
Publication Date: 2014-Jul
Abstractor: As Provided
Reference Count: 46
Mind the Gap! Students' Use of Exemplars and Detailed Rubrics as Formative Assessment
Lipnevich, Anastasiya A.; McCallen, Leigh N.; Miles, Katharine Pace; Smith, Jeffrey K.
Instructional Science: An International Journal of the Learning Sciences, v42 n4 p539-559 Jul 2014
The current study examined efficient modes for providing standardized feedback to improve performance on an assignment for a second year college class involving writing a brief research proposal. Two forms of standardized feedback (detailed rubric and proposal exemplars) were utilized is an experimental design with undergraduate students (N = 100) at three urban college campuses. Students completed a draft of a proposal as part of their course requirements and were then randomly assigned to receive a detailed rubric, proposal exemplars, or a rubric and proposal exemplars for use in revising their work. Analyses of students' writing from first draft to second draft indicated that all three conditions led to improvements in writing that were significant and strong in terms of effect size, with the stand-alone detailed rubric leading to the greatest improvement. Follow-up focus groups with students indicated that a stand-alone rubric potentially engages greater mindfulness on the part of the student. Practical implications are discussed.
Descriptors: Formative Evaluation, Scoring Rubrics, Feedback (Response), Undergraduate Students, Writing Evaluation, Research Proposals, Proposal Writing, Revision (Written Composition), Writing Improvement, Focus Groups, Urban Universities
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A