Co-creating rubrics: The effects on self-regulated learning,self-efficacy and performance of establishing assessment criteria with students |
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| Institution: | 1. Facultad de Educación y Humanidades, Universidad Francisco de Vitoria, Madrid, Spain;2. Departamento de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid, Madrid, Spain;3. Universidad Politécnica de Madrid, Madrid, Spain;1. Sam Houston State University, United States;2. University of Johannesburg, South Africa;3. Indiana University, United States;1. Autonomous University of Madrid, Faculty of Teacher Training and Education, Department of Didactics and Theory of Education, Office III-302, Tomas y Valiente Street, 3 Colmenar Road Km. 15, 28049 Madrid, Spain;2. Autonomous University of Madrid, Faculty of Teacher Training and Education, Department of Didactics and Theory of Education, Office II-102.2, Tomas y Valiente Street, 3 Colmenar Road Km. 15, 28049 Madrid, Spain;1. Bergische Universität Wuppertal, Institute for Educational Research, School of Education, Gaußstraße 20, D-42119 Wuppertal, Germany;2. Medical School Berlin, Germany;1. HZ University of Applied Sciences, The Netherlands;2. Open University, The Netherlands;3. Fontys University of Applied Sciences, The Netherlands;4. Roosevelt Centre for Excellence in Education, The Netherlands;5. University of Turku, Finland;1. Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium;2. Departamento de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid, Madrid, Spain;3. Department of Psychology, Camilo José Cela University, Madrid, Spain |
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| 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 self-regulation 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. |
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| Keywords: | Rubric Self-assessment Self-regulation Self-efficacy Co-creation |
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