Rubrics are widely used as instructional and learning instrument. Though they have been claimed to have positive effects on students’ learning, these effects have not been meta-analyzed. Our aim was to synthesize the effects of rubrics on academic performance, self-regulated learning, and self-efficacy. The moderator effect of the following variables was also investigated: year of publication, gender, mean age, educational level, type of educational level (compulsory vs. higher education), number of sessions, number of assessment criteria, number of performance levels, use of self and peer assessment, research design, and empirical quality of the study. Standardized mean differences (for the three outcomes) and standardized mean changes (SMC; for academic performance) were calculated from the retrieved studies. After correcting for publication bias, a moderate and positive effect was found in favor of rubrics on academic performance (g = 0.45, k = 21, m = 54, 95% CI [0.312, 0.831]; SMC = 0.38, 95% CI [0.02, 0.75], k = 12, m = 30), whereas a small pooled effect was observed for self-regulated learning (g = 0.23, k = 5, m = 17, 95% CI [-0.15, 0.60]) and for self-efficacy (g = 0.18, k = 3, m = 5, 95% CI [-0.81, 0.91]). Most of the moderator variables were not significant. Importantly, to improve the quality of future reports on the effects of rubrics, we provide an instrument to be filled out for rubric scholars in forthcoming studies.

量规被广泛用作教学和学习工具。尽管据称它们对学生的学习有积极影响，但这些影响尚未经过荟萃分析。我们的目标是综合评价标准对学业成绩、自我调节学习和自我效能的影响。还调查了以下变量的调节效应：出版年份、性别、平均年龄、教育水平、教育水平类型（义务教育与高等教育）、课程次数、评估标准数量、表现水平数量、用途自我和同行评估、研究设计和研究的实证质量。根据检索到的研究计算标准化平均差异（针对三种结果）和标准化平均变化（SMC；针对学业成绩）。纠正发表偏倚后，发现评分标准对学业成绩有中等和积极的影响（g  = 0.45，k  = 21，m  = 54，95% CI [0.312，0.831]；SMC = 0.38，95% CI [ 0.02, 0.75], k  = 12, m  = 30)，而自我调节学习则观察到了较小的汇总效应 ( g  = 0.23, k  = 5, m  = 17, 95% CI [-0.15, 0.60])，并且自我效能（g  = 0.18，k  = 3，m  = 5，95% CI [-0.81，0.91]）。大多数调节变量并不显着。重要的是，为了提高未来有关评价标准影响的报告的质量，我们为评价标准学者在即将进行的研究中提供了填写的工具。