Rubric-Referenced Self-Assessment and Self-Efficacy for Writing

Authors

Heidi Andrade, University at Albany, State University of New YorkFollow
Xiaolei Wang, University at Albany, State University of New York
Ying Du, University at Albany, State University of New York
Robin L. Akawi, University at Albany, State University of New York

Document Type

Article

Publication Date

2009

Abstract

The authors investigated the relation between long- and short-term rubric use (including self-assessment), gender, and self-efficacy for writing by elementary and middle school students (N = 268). They measured long-term rubric use with a questionnaire. They manipulated short-term rubric use by a treatment that involved reviewing a model and using a rubric to self-assess drafts. The authors collected self efficacy ratings 3 times. Results revealed that girls’ self-efficacy was higher than boys’ self-efficacy before they began writing. The authors found interactions between gender and rubric use: Average self-efficacy ratings increased as students wrote, regardless of condition, but the increase in the self-efficacy of girls in the treatment group was larger than that for girls in the comparison group, and long-term rubric use associated only with the self-efficacy of girls.

Comments

Conditional Source Acknowledgement Statement:

This is the Author's Accepted Manuscript of a peer reviewed paper.

Andrade, H., *Wang, X., *Du, Y., & *Akawi, R. (2009). Rubric-referenced self-assessment and self-efficacy for writing. The Journal of Educational Research, 102(4), 287-302.

Recommended Citation

Andrade, Heidi; Wang, Xiaolei; Du, Ying; and Akawi, Robin L., "Rubric-Referenced Self-Assessment and Self-Efficacy for Writing" (2009). Educational Theory and Practice Faculty Scholarship. 13.
https://scholarsarchive.library.albany.edu/etap_fac_scholar/13