To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy
- 10 September 2013
- journal article
- research article
- Published by Taylor & Francis Ltd in Assessment in Education: Principles, Policy & Practice
- Vol. 21 (2), 133-148
- https://doi.org/10.1080/0969594x.2013.877872
Abstract
The objective of this study was to compare the effects of situations in which self-assessment was conducted using rubrics and situations in which no specific self-assessment tool was used. Two hundred and eighteen third-year pre-service teachers were assigned to either non-rubric or rubric self-assessment for designing a conceptual map. They then assessed their own maps. The dependent variables were self-regulation measured through a questionnaire and an open question on learning strategies use, performance based on an expert-assigned score, accuracy comparing self-scores with the expert’s scores and task stress using one self-reported item. The results showed that the rubric group reported higher learning strategies use, performance and accuracy. However, the rubric group also reported more problems coping with stress and higher performance/avoidance self-regulation that was detrimental to learning.Keywords
Funding Information
- Alianza 4 Universidades and EUROCAT project (FP7 Program)
This publication has 40 references indexed in Scilit:
- The use of scoring rubrics for formative assessment purposes revisited: A reviewEducational Research Review, 2013
- Rubric?referenced self?assessment and middle school students’ writingAssessment in Education: Principles, Policy & Practice, 2010
- Rubric-Referenced Self-Assessment and Self-Efficacy for WritingThe Journal of Educational Research, 2009
- Improving Learning through Interventions of Student-Generated Questions and Concept MapsTeaching of Psychology, 2008
- Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric‐Referenced Self‐Assessment on Elementary School Students' WritingEducational Measurement: Issues and Practice, 2008
- Perceived Growth Versus Actual Growth In Executive Leadership Competencies: An Application Of The Stair-Step Behaviorally Anchored Evaluation ApproachJournal of Agricultural Education, 2007
- Examining the validity of self‐reports on scales measuring students' strategic processingBritish Journal of Educational Psychology, 2007
- The use of self-, peer and co-assessment in higher education: A reviewStudies in Higher Education, 1999
- Assessment and Classroom LearningAssessment in Education: Principles, Policy & Practice, 1998
- Student Self-Assessment in Higher Education: A Meta-AnalysisReview of Educational Research, 1989