Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Aboderin, A. O., & Thomas, M. (1996). An evaluation of the influence of behavioural objectives on Nigerian students' cognitive achievement in biology. Research in Science & Technological Education, 14(2), 193-204.

Ainsworth, L., & Christinson, J. (1998). Student generated rubrics: An assessment model to help all students succeed. Parsippany, NJ: Pearson Learning.

Andrade, H., & Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment Research & Evaluation, 10(3), 2-11.

Andrade, H. G. (1999, April). The role of instructional rubrics and self-assessment in learning to write: A smorgasbord of findings. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec.

Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.

Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53(1), 27-30.

Arter, J. A., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press.

Barker, D., & Hapkiewicz, W. G. (1979). The effects of behavioral objectives on relevant and incidental learning at two levels of Bloom’s Taxonomy. Journal of Educational Research, 72(6), 334-339.

Berman, D. L., & Connor, D. J. (2016). Eclipsing expectations: How a third grader set his own goals (And taught us all how to listen). Occasional Paper Series, 2016(36), 2.*

Blaney, J. P., & McKie, D. (1969). Knowledge of conference objectives and effect upon learning. Adult Education Quarterly, 19(2), 98-105.

Boston, C. (2002). Understanding scoring rubrics: A guide for teachers. College Park, Maryland: ERIC Clearinghouse on Assessment and Evaluation.

Clauson, D. J. (1998). How rubrics become grades. Mathematics Teaching in the Middle School, 4(2), 118-119.

Coray, G. (2000). Rubrics made simple. Science Scope, 23(6), 38-40.

Custer, R. L. (1996). Rubrics: An authentic assessment tool for technology education. Technology Teacher, 55(4), 27-37.

Dales, G. T. (1970). Effect of precise objectives upon student achievement in health education. Journal of Experimental Education, 39(2), 20-23.

Duffy, G. G., Roehler, L. R., & Rackliffe, G. (1986). How teachers' instructional talk influences students' understanding of lesson content. The Elementary School Journal, 87(1), 3-16.

Eisner, E. W. (1967). Instructional and expressive educational objectives: Their formulation and use in curriculum. In W. J. Popham (Ed.), Instructional objectives (pp. 1-31). Chicago: Rand Mc Nally.

Eppink, J. A. (2002). Student-created rubrics: An idea that works. Teaching Music, 9(4), 28-32.

Estrada, B., & Warren, S. (2014). Increasing the Writing Performance of Urban Seniors Placed At-Risk through Goal-Setting in a Culturally Responsive and Creativity-Centered Classroom. Journal of Urban Learning, Teaching, and Research, 10, 50-63.*

Farnham-Diggory, S. (1972). Cognitive processes in education: A psychological preparation for teaching and curriculum development. New York, NY: HarperCollins Publishers.

Fuchs, L. S., & Deno, S. L. (1982). Developing goals and objectives for educational programs. Washington, D.C.: American Association of Colleges for Teacher Education.

Gonzales, M. (2021). Systems thinking for supporting students with special needs and disabilities: A handbook for classroom teachers. Springer Nature Singapore Pte Ltd.*

Goodrich, H. (1997). Understanding rubrics. Educational Leadership, 54(5), 14-17.

Groeber, J. F. (2006). Designing and using rubrics for reading and language arts, K-6 (2nd ed.). Thousand Oaks, CA: Corwin Press.

Guthrie, J. T. (2000). Contexts for engagement and motivation in reading. Reading Online 4(8). Retrieved August 24, 2007, from http://www.readingonline.org/articles/handbook/guthrie/.

Hafner, J. C., & Hafner, P. M. (2003). Quantitative analysis of the rubric as an assessment tool: An empirical study of student peer-group rating. International Journal of Science Education, 25(12), 1509-1528.

Hall, E. W., & Salmon, S. J. (2003). Chocolate chip cookies and rubrics: Helping students understand rubrics in inclusive settings. Teaching Exceptional Children, 35(4), 8-11.

Hartley, J., & Davies, I. K. (1976). Preinstructional strategies: The role of pretests, behavioral objectives, overviews and advance organizers. Review of Educational Research, 46(2), 239-265.

Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179.

Huffman, E. S. (1998). Authentic rubrics. Art Education, 51(1), 64-68.

Jackson, C. W., & Larkin, M. J. (2002). Rubric: Teaching students to use grading rubrics. Teaching Exceptional Children, 35(1), 40-45.

Jensen, K. (1995). Effective rubric design: Making the most of this powerful assessment tool. Science Teacher, 62(5), 34-37.

Jimerson, J. B., & Reames, E. (2015). Student-involved data use: Establishing the evidence base. Journal of Educational Change, 16(3), 281-304.*

Kohn, A. (2006). The trouble with rubrics. English Journal, 95(4), 12-15.

Lazear, D. (1998). The rubrics way: Using multiple intelligences to assess understanding. Tucson, AZ: Zephyr Press.

Leonhardt, A. (2005). Using rubrics as an assessment tool in your classroom. General Music Today, 19(1), 10-16.

Liu, K. (1995). Rubrics revisited: Allowing students to assume responsibility for the quality of their work. Science Teacher, 62(7), 49-51.

Loveland, T. R. (2005). Writing standards-based rubrics for technology education classrooms: The use of rubrics goes beyond the simple need for objective grading in classrooms. Technology Teacher, 4(2), 19-23.

Lynch, V. (1983). An introduction to systematic instruction. BC Journal of Special Education, 7(1), 1-13.

Marzano, R. J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

McLeod, P. J., Berdugo, G., & Meagher, T. W. (1998). Utility of educational objectives: A study of learner and program director perceptions of their value in clinical courses. Teaching and Learning in Medicine, 10(3), 152-157.

Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research and Evaluation, 7(25), 1-10.

Moskal, B. M. (2000). Scoring rubrics: what, when and how? Practical Assessment, Research & Evaluation, 7(3). Retrieved May 22, 2009, from http://PAREonline.net/getvn.asp?v=7&n=3.

Nordengren, C. (2019). Goal-setting practices that support a learning culture. Phi Delta Kappan, 101(1), 18-23.*

Orsmond, P., Merry, S., & Reiling, K. (2002). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309-323.

Phillip, C. (2002). Clear expectations: Rubrics and scoring guides. Knowledge Quest, 31(2), 26-27.

Popham, W. J. (1997). What's wrong--and what's right--with rubrics. Educational Leadership, 55(2), 72-75.

Reddin, W. J. (1971). Effective management by objectives. New York: McGraw-Hill.

Reznik, G., Massarani, L., & Calabrese Barton, A. (2023). Informal science learning experiences for gender equity, inclusion and belonging in STEM through a feminist intersectional lens. Cultural Studies of Science Education, 18(3), 959-984.*

Ross, L. J. (2019). Speaking up without tearing down. Teaching Tolerance Magazine, 61, Spring. https://www.tolerance.org/magazine/spring-2019/speaking-up-without-tearing-down *

Ross-Fisher, R. L. (2005). Developing effective success rubrics. Kappa Delta Pi Record, 41(3), 131-135.

Rothkopf, E. Z., & Kaplan, R. (1972). Exploration of the effect of density and specificity of instructional objectives on learning from text. Journal of Educational Psychology, 63(4), 295-302.

Schirmer, B. R., & Bailey, J. (2000). Writing assessment rubric: An instructional approach with struggling writers. Teaching Exceptional Children, 33(1), 52-58.

Schuck, R. F. (1971). The effects of set induction upon pupil achievement, retention, and assessment of effective teaching in a unit on respiration in the BSCS curricula. Science Education, 55(3), 403-415.

Schultheiss, O. C., & Brunstein, J. C. (1999). Goal imagery: Bridging the gap between implicit motives and explicit goals. Journal of Personality, 67(1), 1-38.

Skillings, M. J., & Ferrell, R. (2000). Student-generated rubrics: Bringing students into the assessment process. The Reading Teacher, 53(6), 452-455.

Spandel, V. (2006). In defense of rubrics. English Journal, 96(1), 19-22.

Stoddard, S. V. (2022). The benefits of enlightenment: A strategic pedagogy for strengthening sense of belonging in chemistry classrooms. Education Sciences, 12(7), 498.*

Sweller, J., & Levine, M. (1982). Effects of goal specificity on means-ends analysis and learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8(5), 463-474.

Tuttle, H. G. (1996). The multimedia report: Rubrics--keys to improving multimedia presentations. MultiMedia Schools, 3(1), 30-33.

Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1454.*

VanCleave, D. S. (2016). Contributions of neuroscience to a new empathy epistemology: Implications for developmental training. Advances in Social Work, 17(2). 369–389.*

Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82–96.*

Wang, J., & Rairigh, R. M. (2006). Using instructional rubrics in physical education. Teaching Elementary Physical Education, 17(3), 37-41.

West, K., & Eaton, A. (2019) Prejudiced and unaware of it: Evidence for the Dunning-Kruger model in the domains of racism and sexism. Personality and Individual Differences, 146, 111–119.*

Wittrock, M. C. (1962). Set applied to student teaching. Human Learning in the School: Readings in Educational Psychology. Journal of Educational Psychology, 53(4), 175-180.

Wyngaard, S., & Gehrke, R. (1996). Responding to audience: Using rubrics to teach and assess writing. English Journal, 85(6), 67-70.

Yoshina, J. M., & Harada, V. H. (2007). Involving students in learning through rubrics. Library Media Connection, 25(5), 10-14.