When is the best time to use rubrics in flipped learning? A study on students’ learning achievement,metacognitive awareness,and cognitive load

ABSTRACT

Rubrics can guide teachers to provide effective feedback and students’ peer- and self-assessment. This paper examines the effect of rubric use in flipped learning activities on students’ learning achievement, metacognitive awareness, and cognitive load through a quasi-experiment. A total of 83 university students were randomly assigned to an experimental group or a control group. The students in the experimental group were given rubrics in performing pre-class learning activities on the cloud platform, while those in the control group used rubrics in post-class assessment and modification of their finished works. The results show that rubric use can assist flipped learning by improving students’ learning achievement and metacognitive awareness, while reducing their cognitive load. Using rubrics before in-class work can yield stronger benefits in raising metacognitive awareness and lessening cognitive load. Moreover, the study reveals that students tend to hold a generally favorable attitude toward rubric use. These findings imply that appropriate use of rubrics in flipped learning has the potential to create a more efficient and learner-friendly condition to enhance self-regulated learning.     

Effects of a rubric for mathematical reasoning on teaching and learning in primary school

Rubrics are assessment tools that help students gain complex competencies. Our quasi-experimental study aimed to evaluate whether rubrics help teachers teach and assess mathematical reasoning in primary school and whether such an instrument might support student learning. In two Swiss cantons, 762 students in 44 5th- and 6th-grade primary classes worked on their reasoning competencies, and half of them additionally employed our standards-based rubric. All of the teachers received a 1-day training and participated in the final project evaluation. To standardise and support the teachers during the implementation phase, they received a detailed curriculum. An achievement test and questionnaires for students and teachers were administered before and at the end of the intervention. The results of our quantitative longitudinal analyses indicate that the rubric fosters the teachers’ perceived diagnostic skills but only indirectly impacts their use of formative feedback. Based on the students’ perceptions, however, we observed a direct effect of the rubric on formative feedback and student self-assessment. Effects on students’ outcomes could not be observed, but there are indications of effects mediated by self-regulation and self-efficacy.     

A plan for the co-construction and collaborative use of rubrics for student learning

Abstract

The use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions.     

To rubric or not to rubric? The effects of self-assessment on self-regulation,performance and self-efficacy

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.     

Lecturers’ perceptions: The value of assessment rubrics for informing teaching practice and curriculum review and development

ABSTRACT

The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers’ usage of rubrics is limited. This article explores the lecturers’ perceptions of rubrics, in particular, its use and design, the role it can play in informing one's teaching practice and in curriculum review and development. The data shows that many lecturers use the rubric in a very mechanical and unconscious manner and view it mostly as a grading tool with limited instructional value. While acknowledging the rubric as a reflective tool for students, lecturers do not perceive it as having the same benefits for them. The findings, therefore suggest more conversations around the role that rubrics can play in informing one's teaching practice and course design. It also suggests further research into this area.     

Computer-Assisted Rubric Evaluation: Enhancing Outcomes and Assessment Quality

This case study examines the use of computer-assisted grading rubrics using Blackboard’s ? Rubric Evaluation Report to compare expected performance for each criterion of an assignment to the students’ level of achievement. Several studies have reported on the innovative and effective delivery of how learning management systems (LMS) can deliver real-time (immediate data delivery) antecedents that inform students of performance requirements (Atkinson & Lim, 2013; Goomas, in press). The impetus, then, is to perform an analysis on each criterion of the assignment in order to determine how closely student performance matched the requirements of the rubric. Used as an analytical tool, the instructor was able to direct students to particular learning activities and to adjust teaching tactics in order to meet or exceed the rubric requirements.     

Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria

Marking-criteria rubrics are commonly used to judge the quality of student work, but few students receive instruction to effectively use and apply rubrics. This study investigates an intervention designed to encourage effective utilisation of rubrics. The study, completed over two years (2011: n?=?189 respondents; 2012: n?=?464 respondents) in a large first-year course, explored how five instructional activities, used formatively and sequentially impacted student learning. This intervention comprised: (1) deconstruction of the rubric and standardising the marking method; (2) examples and exemplars; (3) peer review; (4) self-review; and (5) a reflective diary. Results showed an increase in student confidence with marking criteria and assessment (89% in 2011) and a statistically significant improvement in marks. Most students (77% in 2011 and 90% in 2012) rated each intervention as useful. Student feedback indicated that substantial changes occurred between initial drafts and final submission, which resulted in improvements in student performance scores.     

Rubrics for developing students’ professional judgement: A study of sustainable assessment in arts education

The participation of students in assessment is known to generate higher-order learning outcomes. This study aims to determine the usefulness of rubrics in aiding the incorporation of undergraduate students into assessor teams for developing their professional judgement. A quasi-experimental study examined the effects of a brief training programme on the use of rubrics, and of the participation of students in rubric creation and moderation discussions. We calculated Cronbach’s alphas, and intraclass correlation coefficients in order to examine the intra- and inter-rater reliability between all the members of the assessor teams. The results demonstrate that only participation in the rubric design and in the moderation discussions regulating their use helped undergraduate students to develop sound assessment skills. We infer that rubrics can help to promote professional judgement if they are conceived as instructional resources for defining and supporting the processes of negotiation and agreement that characterize an assessment culture.     

The use of scoring rubrics: Reliability, validity and educational consequences

Several benefits of using scoring rubrics in performance assessments have been proposed, such as increased consistency of scoring, the possibility to facilitate valid judgment of complex competencies, and promotion of learning. This paper investigates whether evidence for these claims can be found in the research literature. Several databases were searched for empirical research on rubrics, resulting in a total of 75 studies relevant for this review. Conclusions are that: (1) the reliable scoring of performance assessments can be enhanced by the use of rubrics, especially if they are analytic, topic-specific, and complemented with exemplars and/or rater training; (2) rubrics do not facilitate valid judgment of performance assessments per se. However, valid assessment could be facilitated by using a more comprehensive framework of validity when validating the rubric; (3) rubrics seem to have the potential of promoting learning and/or improve instruction. The main reason for this potential lies in the fact that rubrics make expectations and criteria explicit, which also facilitates feedback and self-assessment.     

The use of scoring rubrics for formative assessment purposes revisited: A review

The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, procedure, and findings, were compared among the different studies in relation to effects on student performance and selfregulation. Findings indicate that rubrics may have the potential to influence students learning positively, but also that there are several different ways for the use of rubrics to mediate improved performance and self-regulation. There are a number of factors identified that may moderate the effects of using rubrics formatively, as well as factors that need further investigation.     

Factors affecting student engagement in HEIs - it is all about good teaching

The passive role of students in their learning and education and the absence of student engagement in higher education institutions (HEIs) are quite common in many higher education institutions in developing countries. The main objective of the research presented in this paper is to explore the influential factors on student engagement in HEIs in the situational frame where student engagement and active learning and teaching do not have a long tradition. To answer our research questions, we conducted a survey with 279 undergraduate students from four universities in Libya. Our findings show that the availability and active usage of the university’s ICTs resources, the university’s reputation and teachers’ activating influence on students most efficiently predict student engagement in HEIs. The role of teachers and their competencies to use active learning techniques are perceived to be very influential in promoting student engagement.     

A review of rubric use in higher education

This paper critically reviews the empirical research on the use of rubrics at the post‐secondary level, identifies gaps in the literature and proposes areas in need of research. Studies of rubrics in higher education have been undertaken in a wide range of disciplines and for multiple purposes, including increasing student achievement, improving instruction and evaluating programmes. While, student perceptions of rubrics are generally positive and some authors report positive responses to rubric use by instructors, others noted a tendency for instructors to resist using them. Two studies suggested that rubric use was associated with improved academic performance, while one did not. The potential of rubrics to identify the need for improvements in courses and programmes has been demonstrated. Studies of the validity of rubrics have shown that clarity and appropriateness of language is a central concern. Studies of rater reliability tend to show that rubrics can lead to a relatively common interpretation of student performance. Suggestions for future research include the use of more rigorous research methods, more attention to validity and reliability, a closer focus on learning and research on rubric use in diverse educational contexts.     

Rubrics as a Tool for Learning and Assessment: What Do Baccalaureate Students Think?

Rubrics are increasingly used as tools to evaluate student work. This study examined BSW students' perceptions of the benefits and challenges of using rubrics. Pre- and posttest questionnaires were administered to 35 students in two sections of a diversity course. Students judged the use of rubrics favorably. Rubrics communicated the instructors' expectations, clarified how to write course assignments, explained grade and point deductions and, in general, made course expectations clearer. Students suggested that the rubric design should be self-explanatory and easy to follow. If carefully developed, rubrics may be a useful tool for advancing student learning in social work programs.     

Improving the Efficiency and Effectiveness of Grading Through the Use of Computer-Assisted Grading Rubrics

This study tests the use of computer‐assisted grading rubrics compared to other grading methods with respect to the efficiency and effectiveness of different grading processes for subjective assignments. The test was performed on a large Introduction to Business course. The students in this course were randomly assigned to four treatment groups based on the grading method. Efficiency was measured by the professor's time to grade the assignments; effectiveness was measured by a student satisfaction survey. Results suggest that the computer‐assisted grading rubrics were almost 200% faster than traditional hand grading without rubrics, more than 300% faster than hand grading with rubrics, and nearly 350% faster than typing the feedback into a Learning Content Management System. Results also seemed to indicate that the use of a computer‐assisted grading rubric did not negatively affect student attitudes concerning the helpfulness of their feedback, their satisfaction with the speed with which they received their feedback, or their satisfaction with the method by which they received feedback.     

基于OBE理念的大学计算机基础课程教学设计与评价

为提高大学生计算机应用能力,提升利用恰当的方法和工具解决实际问题能力,在理解OBE定义及内涵的基础上,对通识教育必修课大学计算机基础、Access数据库应用进行教学改革。优化课程教学目标,设计学习成效检测评价量规。以上述两门课程为研究案例,详细剖析了调研报告及课程综合作业的评价量规设计方法及作用,并在教学实践中予以应用。应用结果表明,评价量规对于改进课程教学、提升培养目标具有较强的指导及支持作用。     

Self-assessment of the oral presentation competence: Effects of gender and student’s performance

Oral presentation competence is critical to graduates’ employability. Improving this competence involves developing self-assessment skills that help students to analyze their own performance. However, more research is needed on the factors affecting self-assessment of the oral presentation competence, such as the speaker’s confidence and the summative use of self-assessment that can act as a sort of incentive for students. A study with 201 students was carried out, focusing on a segmentation analysis and differentiating by gender and level of performance on the assessed competence.Results show that: (1) the existence of incentives is the only variable that significantly influences men’s self-assessment, whereas women’s self-assessment is basically conditioned by their confidence as speakers; and (2) the self-assessment of the worst speakers, rated by teachers, is influenced only by the existence of incentives, whereas the best speakers give themselves higher scores when they feel confident about speaking in public.     

A study of sustainable assessment theory in higher education tutorials

A study of sustainable assessment theory in nine tutorial courses at four colleges demonstrated that three long-term learning outcomes improved: Independence, Intellectual Maturity and Creativity. Eight of 10 traits associated with these outcomes were validated through internal reliability, faculty and student rubrics, and faculty case studies reporting pedagogic innovations and improvements of student abilities in self-assessment. The findings suggest that sustainable assessment theory should be applied using methods encompassing a strong commitment to equity, including shared criteria for long-term learning outcomes and faculty and student monitoring of student progress towards outcomes through periodic rubrics and reflective sessions.