Students are typically passive users of assessment rubrics in authentic assessment designs¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · checked against its sources 2026-10-13 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Of the 22 studies stating rubric use, only 3 involved students in rubric making, 7 shared rubrics before tasks, and only 7 mentioned students acting as assessors through self and peer assessment. → Ying Zhan 2025
Evidence¶
Ying Zhan 2025¶
Ying Zhan, David Boud, Zilu Du. (2025). Designing for authentic assessment: a scoping review. Higher Education. https://doi.org/10.1007/s10734-025-01588-9
q2 · i? · review · r2
Review coding of assessment-criteria design across the 37 studies. It reports 'only seven studies mentioned that students were asses -sors through self and peer assessment' and concludes students were in most cases passive users of assessment rubrics.
"only seven studies mentioned that students were asses -sors through self and peer assessment (e.g., Kearney, 2014; Wakefield et al., 2023). This finding implies that students, in most cases, were passive users of assessment rubrics."
Discussion¶
Related Claims¶
- Self Assessment Improves Self Regulated Learning — the general claim this finding bears on, with the studies behind it
- Self-assessing against a rubric improved the quality of student work in two non-randomised studies, one of which also found more stress and performance-avoidance — related
- The quality of feedback students give peers predicts gains in their own work, but no recorded study isolates a causal benefit of the assessor role — related
- Case-study states rely on locally developed performance assessments created and piloted by teachers, with collaborative scoring — related
- In two online comparisons, a rubric changed what peer reviewers commented on (one study) and helped peer raters place writing in quality tiers, most for complex criteria (the other); the first study says the rubric restrained reflective thinking — related
- Formative feedback dominates authentic assessment designs while sustainable feedback is rare — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
aa-students-passive-users-of-rubrics |
title |
Students are typically passive users of assessment rubrics in authentic assessment designs |
description |
Students are typically passive users of assessment rubrics in authentic assessment designs |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-13 |
generated |
by process:wiki-ingest on 2026-10-12 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ying-zhan-2025 |
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