Most moderator variables are not significantly related to rubric effects on academic performance, including rubric design specifics¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For standardized mean differences on academic performance, none of the eleven moderator variables was significantly related to effect sizes. → Panadero 2023 q3 i? Rubric design specifics (number of criteria and performance levels) do not significantly affect outcomes. → Panadero 2023 (2)

Evidence¶

Panadero 2023¶

Panadero, Ernesto; Jonsson, Anders; Pinedo, Leire; Fernández-Castilla, Belén. (2023). Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09823-4

q3 · i? · quant-synthesis · r3

Moderator meta-regressions on 54 standardized mean differences from 21 studies, covering publication year, gender, age, educational level, sessions, criteria, performance levels, self/peer assessment, design, and quality; none reached significance.

"No outliers were detected, and none of the potential moderator variables were significantly related to the observed effect sizes (see Table 1 )."

Panadero 2023 (2)¶

Panadero, Ernesto; Jonsson, Anders; Pinedo, Leire; Fernández-Castilla, Belén. (2023). Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09823-4

q3 · i? · quant-synthesis · r2

The authors' interpretation of their moderator results alongside prior reviews: differences in the number of criteria and performance levels "do not seem to have a major impact on how students perform."

"However, these studies, including our own, found that the spe- cifics of rubric design do not significantly affect the outcomes (Jonsson & Pana- dero, 2017; Brookhart, 2018)."

Discussion¶

Related Claims¶

• For standardized mean changes, rubric effects on performance decrease with mean age, yet secondary-education studies show larger effects than primary and middle school — contradictory moderator results — related
• Using rubrics has a positive, moderate effect on students' academic performance (corrected g = 0.45; standardized mean change = 0.38) — related
• Structured criteria in peer assessment are not shown to improve its effect on academic performance over freeform review — related
• Rubric use has a small, statistically non-significant pooled effect on self-regulated learning (g = 0.23) — related
• Number of rubric sessions interacts negatively with mean age: intervention length matters less for older students — reports the opposite