To rubric or not to rubric? 1 To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Ernesto Panadero 1 2 & Margarida Romero 2 1 Learning and Education Technology research unit. Faculty of Education. University of Oulu, Finland. 2 Departament de Psicologia Bàsica, Evolutiva i de l’ Educació. Universitat Autònoma de Barcelona Recommended citation: Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self- assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice, 21(2), 133-148. doi:10.1080/0969594X.2013.877872 This is a pre-print of an article published in Assessment in Education: Principles, Policy & Practice. Personal use is permitted, but it cannot be uploaded in an Open Source repository. The permission from the publisher must be obtained for any other commercial purpose. This article may not exactly replicate the published version due to editorial changes and/or formatting and corrections during the final stage of publication. Interested readers are advised to consult the official published version. Correspondence concerning this article should be addressed to: Ernesto Panadero, Department of Educational Sciences and Teacher Education. Learning and Educational Technology Research Unit (LET). PO BOX 2000 Fin-90014 University of Oulu FINLAND E-mail: ernesto.panadero@oulu.fi Research funded through grant to Ernesto Panadero by the Alianza 4 Universidades and EUROCAT project (FP7 Program).