For self-regulated learning outcomes, rubrics combined with both self- and peer assessment show a significantly larger effect than rubrics with self-assessment alone¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2023 · not yet checked against its sources · 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.
q3 i? When self-assessment and peer-assessment were both used with rubrics, the SRL effect was significantly larger than with self-assessment only (difference = 0.418, p = 0.030). → Panadero 2023
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 · r2
Moderator analysis of 17 SRL effect sizes from five studies (Table 2): the both-assessments category pooled g = 0.532 versus g = 0.114 for self-assessment only, with a printed significant difference (difference = 0.418, SE = 0.086, t = 4.88, p = 0.030).
"Only one moderator variable explained part of the observed variability: when self-assessment and peer-assessment were used, the overall effect was significantly larger than when only self-assessment was used"
Discussion¶
Related Claims¶
- Logged time investment on an online mathematics preparation platform differed significantly across SRL intervention groups, rising from control through diary and training + diary to training + diary + peer feedback groups — related
- A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
- Self Assessment Improves Self Regulated Learning — a broader claim this one bears on
- In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — related
- Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
- Rubric use has a small positive effect on students' self-efficacy (g = 0.18), based on only four studies — related
- Peer and self-assessment both show significant effects on academic performance with no significant difference between their impacts — related
- Structured criteria in peer assessment are not shown to improve its effect on academic performance over freeform review — related
- Rubrics and training were the most frequently implemented presentation modes of online peer feedback — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
rubrics-srl-self-plus-peer-assessment-larger-effect |
title |
For self-regulated learning outcomes, rubrics combined with both self- and peer assessment show a significantly larger effect than rubrics with self-assessment alone |
description |
For self-regulated learning outcomes, rubrics combined with both self- and peer assessment show a significantly larger effect than rubrics with self-assessment alone |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — panadero-2023 |
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