Anders Jönsson

This meta-analytic review explores the effects of self-assessment on students' self-regulated learning (SRL) and self-efficacy. A total of 19 studies were included in the four different meta-analyses conducted with a total sample of 2305 students. The effects sizes from the three meta-analyses addressing effects on different measures of SRL were 0.23, 0.65, and 0.43. The effect size from the meta-analysis on self-efficacy was 0.73. In addition, it was found that gender (with girls benefiting more) and certain self-assessment components (such as self-monitoring) were significant moderators of the effects on self-efficacy. These results point to the importance of self-assessment interventions to promote students’ use of learning strategies and its effects on motivational variables such as self-efficacy.

Rubrics are assessment instruments designed to assist in identifying and
evaluating qualitative differences in student performance. Research into scoring rubrics has shown that they can serve two purposes: (1) aid assessors in achieving higher levels of consistency when scoring performance tasks, and (2) promote learning and/or improve instruction by making assessment expectations explicit and aiding the feedback process. In this chapter we summarize research on the formative use of rubrics, in order to identify how the use and design of rubrics may be optimized for the purpose of supporting student learning in an environment that often stresses independence and management of own learning. The presentation is organized around two different pathways through which rubrics may support student learning. These are through (a) facilitating the understanding and use of feedback and through (b) supporting students’ self-regulated learning. We also analyze what is known about
the implementation of rubrics in higher education, with a particular focus on more sustained and widespread implementations. The implications of these findings for both practice and future research on rubrics are discussed.

Although the focus on feedback and student involvement in Assessment for
Learning (AfL) appears to align very well with theories of Self-Regulated Learning (SRL), and also seems to be the main reason for many researchers’ interest in formative assessment, the actual relationship between AfL and SRL is an issue of debate. In this chapter, we therefore explore the relationship between two AfL practices, namely, self-assessment and peer assessment, and SRL. These AfL practices emphasize student feedback and are both thought to increase student involvement in assessment. They also have evident connections to SRL models of self-regulation and co-regulation. Special attention is given to strategies for the implementation of peer and self-assessment in the classroom. In particular, guidelines are presented on teachers’ mediating and modeling role in peer and self-assessment, as well as on how to use formative assessment instruments, such as rubrics, scripts and prompts, in order to promote student involvement in assessment.

The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, procedure, and findings, were compared among the different studies in relation to effects on student performance and selfregulation. Findings indicate that rubrics may have the potential to influence students learning positively, but also that there are several different ways for the use of rubrics to mediate improved performance and self-regulation. There are a number of factors identified that may moderate the effects of using rubrics formatively, as well as factors that need further investigation.