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Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education

journal contribution
posted on 2022-11-02, 01:16 authored by Ernesto Panadero, J A Tapia, J A Huertas
This study compares the effects of two different self-assessment tools - rubrics and scripts - on self-regulation, learning and self-efficacy in interaction with two other independent variables (type of instructions and feedback). A total of 120 secondary school students analyzed landscapes - a usual task when studying Geography - in one of twelve experimental conditions (process/performance instructions. ×. control/rubric/script self-assessment tools. ×. mastery/performance feedback) through three trials. Self-regulation was measured through questionnaire and thinking aloud protocols. The results of repeated-measure ANOVA showed that scripts enhanced self-regulation more than rubrics and the control group, and that the use of the two self-assessment tools increased learning over the control group. However, most interactions were not significant. Theoretical and practical implications for using rubrics and scripts in self-regulation training are discussed. © 2012 Elsevier Inc.

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Journal

Learning and Individual Differences

Volume

22

Pagination

806 - 813

ISSN

1041-6080

eISSN

1873-3425

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