Promoting Learning Through Generalized Feedback: Rubrics and Exemplars

• In Event: The Roles and Perceptions of Teachers and Students Related to Grading, Feedback, and Assessment

Abstract

The current study examined efficient modes for providing standardized feedback to improve college students’ writing. Two forms of standardized feedback (detailed rubric and essay exemplars) were utilized is an experimental design with undergraduate students (N=100) at three college campuses. Students completed a draft of an essay as part of their course requirements and were then randomly assigned to receive a detailed rubric, essay exemplars, or a rubric and essay exemplars for use in revising their work. Analyses of students’ writing from first draft to second draft indicated that all three conditions led to improvements in writing that were significant and strong in terms of effect size, with the stand-alone detailed rubric leading to the greatest improvement. Practical implications are discussed.

Authors

• Anastasiya A. Lipnevich, Queens College - CUNY

• Leigh Shebanie McCallen, The Graduate Center - CUNY

• Katharine Pace Miles, The Graduate Center - CUNY

• Jeffrey Smith