Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students

Abstract

The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning selfregulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students' activation of learning strategies.

Rubrics and Academic Performance in English as a Foreign Language Teaching: Assessing Writing Tasks

“…Rubrics in education refer assessment instruments which establish standards or instructions to evaluate student performance and guide student learning (Dickinson & Adams, 2017;Fraile, Panadero, & Pardo, 2017;Stiggins & Chappuis, 2005). Rubrics comprise evaluation criteria and performance standards (Dawson, 2017;Dickinson & Adams, 2017; Janssen, Meier, & Trace, 2015) assisting both, teachers in grading specific characteristics of the task at hand, and students to understand what is expected from them.…”

“…In a student-centered approach to assessment, rubrics have the potential to help students develop a vision of success and also learn to reliably judge the quality of their work (Fraile et al, 2017;Stiggins & Chappuis, 2005). Testing students' performance using rubrics can help explain the performance quality standards and guide ongoing feedback about progress towards those standards (Black & Wiliam, 1998;Brookhart, 2003;Panadero & Jonsson, 2013;Stiggins & Chappuis, 2005).…”

Association between self-regulation of learning, student attitude, provenance and age in engineering students

“…Self-regulation and the way the student focuses on his / her learning process are considered to be age-related as older students are more inclined to use a deeper approach to learning during their academic year than a cursory approach [7]. A relationship between age and learning approaches is considered and the main cause of this pattern of behavior is the fact that students are more motivated by their own Convictions or intrinsic reasons among the more mature they are [8].…”

Aprendizaje basado en proyectos y su evaluación formativa a través de rúbricas

“…A través de éstas, se puede promover la autoevaluación con el fin de que los estudiantes identifiquen sus aciertos y errores y, en consecuencia, mejoren sus tareas (Kostons, van Gog & Paas, 2012). Un paso más allá en el empleo de este instrumento, además de la implementación de actividades metacognitivas, es la cocreación de la rúbrica entre estudiantes y docente con el objetivo de maximizar los beneficios de su empleo, especialmente en cuanto a la autorregulación (Fraile, Panadero, & Pardo, 2017). Por tanto, el objetivo de esta experiencia es la implementación de los procesos de autorregulación a través del empleo de rúbricas y el uso de la app Trello.…”