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ERIC Number: EJ827695
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0022-0671
Rubric-Referenced Self-Assessment and Self-Efficacy for Writing
Andrade, Heidi L.; Wang, Xiaolei; Du, Ying; Akawi, Robin L.
Journal of Educational Research, v102 n4 p287-302 Mar-Apr 2009
The authors investigated the relation between long- and short-term rubric use (including self-assessment), gender, and self-efficacy for writing by elementary and middle school students (N = 268). They measured long-term rubric use with a questionnaire. They manipulated short-term rubric use by a treatment that involved reviewing a model and using a rubric to self-assess drafts. The authors collected self-efficacy ratings 3 times. Results revealed that girls' self-efficacy was higher than boys' self-efficacy before they began writing. The authors found interactions between gender and rubric use: Average self-efficacy ratings increased as students wrote, regardless of condition, but the increase in the self-efficacy of girls in the treatment group was larger than that for girls in the comparison group, and long-term rubric use associated only with the self-efficacy of girls. (Contains 9 tables and 4 figures.)
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Publication Type: Journal Articles
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A