Putting Rubrics to the

Test: The effect of a model, criteria

generation, and rubric referenced self-
assessment on elementary school
students writing

ALLY IRWIN
The Purpose
The effect of reading a model written
assignment, list of criteria, self assessing
according to a rubric, gender, time spent
writing, prior rubric use, and previous
assignments helps improve their writing
scores.
Why?
Rubrics have become popular with teachers for
communicating expectations for the assignment.
Rubrics can promote learning.
Rubrics can teach as well as evaluate.
Handing out a rubric and explaining a rubric can
increase students knowledge of the criteria for writing
but translating that knowledge into actual writing is
more demanding.
Method
116 participates
7 public elementary schools
Three 3rd grade classes, four 4th grade classes
52 were boys, 64 were girls
5 classes focused on English/language, 2 classes
focused on social studies
Treatment Group
Read a model story or essay, discussed the strengths
and weaknesses, generated s list of qualities of an
effective story.
Received a written rubric.
Used the rubric to self assess their first drafts.
Comparison Group
Did not read a model story or essay.
They did generate a list of of qualities of an effective
story.
Did not receive a rubric.
They were asked to review their first drafts and note
ways for improvement.
Data
Findings
For writing an assignment and using a rubric to self
assess first drafts is positively related to the quality of
their writing.
Girls tended to receive somewhat higher scores than
boys, but the results were not statistically significant.
Implications
Having students use model papers to generate criteria
for a writing assignment, and using a rubric to self
assess first drafts.
Bibliography
Andrade, H. L., Du, Y., & Wang, X. (2008). Putting
Rubrics to the Test: The Effect of a Model,
Criteria Generation, and Rubric-Referenced Self-
Assessment on Elementary School Students'
Writing. Educational Measurement: Issues and
Practice, 27(2), 3-13.