Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric‐Referenced Self‐Assessment on Elementary School Students' Writing

The purpose of this study was to investigate the effect of reading a model written assignment, generating a list of criteria for the assignment, and self‐assessing according to a rubric, as well as gender, time spent writing, prior rubric use, and previous achievement on elementary school students' scores for a written assignment (N = 116). Participants were in grades 3 and 4. The treatment involved using a model paper to scaffold the process of generating a list of criteria for an effective story or essay, receiving a written rubric, and using the rubric to self‐assess first drafts. The comparison condition involved generating a list of criteria for an effective story or essay, and reviewing first drafts. Findings include a main effect of treatment and of previous achievement on total writing scores, as well as main effects on scores for the individual criteria on the rubric. The results suggest that using a model to generate criteria for an assignment and using a rubric for self‐assessment can help elementary school students produce more effective writing.