Ernesto Panadero

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.

A Review of Self-regulated Learning: Six Models and Four Directions for Research

Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.

Effects of self-assessment scripts on self-regulation and learning

Abstract The objective of this study was to analyse the effect of scripts, as self-assessment tools, on self-regulation and learning, when used in the context of different kinds of instruction and feedback. Eighty third-year, secondary school students analysed landscapes as they usually do when studying Geography. Working in one of eight experimental conditions (process/performance instructions x script/no-script x mastery/performance feedback) and using three trials, the effects on self-regulation and learning were assessed. Results showed that while using the self-assessment scripts enhanced self-regulation and learning, the effects of instruction and feedback were not significant.

How Individual self-regulation affects group regulation and performance: A shared regulation intervention

This study explored the relationship between individual self-regulated learning (SRL), socially shared regulation of learning (SSRL), and group performance plus the effect of an intervention promoting SSRL. We hypothesized that SRL would influence SSRL and group performance as groups with high SRL students will be better regulated and that the intervention would promote SSRL over time. The results revealed a significant relationship between SRL and SSRL, but no significant effects of the intervention on group performance. The limitations of the intervention are discussed and form the basis for future design of environments to promote SSRL. The main conclusion is that SRL is an important predictor of SSRL and should be considered when designing small group activities and their environments.

Rubrics vs. self-assessment scripts: effects on first year university students’ self-regulation and performance / Rúbricas y guiones de autoevaluación: efectos sobre la autorregulación y el rendimiento de estudiantes universitarios de primer año

Abstract The objective of this study was to analyze the effects of rubrics and self-assessment scripts on self-regulation, learning, self-efficacy and goal activation. A total of 85 university students enrolled in a psychology course on Motivation and Emotion participated in the study. During a semester, they summarized texts and designed conceptual maps of each topic unit with the help of rubrics or scripts. Self-regulation, self-efficacy and goal activation were measured through questionnaires, and learning through the conceptual maps and summaries. Results showed that the use of rubrics increased learning but decreased the students’ learning self-regulation more than the use of scripts. No significant differences were found for self-efficacy and students preferred using rubrics, reporting they focus more on learning when using these. Results are partially in line with previous research. Theoretical and educational implications are discussed.

Scaffolding self-regulated learning through self-assessment and peer assessment: : Guidelines for classroom implementation

Although the focus on feedback and student involvement in Assessment for Learning (AfL) appears to align very well with theories of Self-Regulated Learning (SRL), and also seems to be the main reason for many researchers’ interest in formative assessment, the actual relationship between AfL and SRL is an issue of debate. In this chapter, we therefore explore the relationship between two AfL practices, namely, self-assessment and peer assessment, and SRL. These AfL practices emphasize student feedback and are both thought to increase student involvement in assessment. They also have evident connections to SRL models of self-regulation and co-regulation. Special attention is given to strategies for the implementation of peer and self-assessment in the classroom. In particular, guidelines are presented on teachers’ mediating and modeling role in peer and self-assessment, as well as on how to use formative assessment instruments, such as rubrics, scripts, and prompts, in order to promote student involvement in assessment.

Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers

The study aimed to explore teachers’ beliefs about student self-assessment (SSA) and the reasons for their use of it in their classrooms. A representative sample of 944 Spanish teachers (38.8% primary school sector, 54.0% secondary school sector and 7.2% university or adult education sector) were surveyed about SSA. Data were analysed using confirmatory factor analysis and structural equation modelling to determine statistically and theoretically significant predictors of teachers’ self-reported use of SSA. Results showed that 90% of the teachers indicated having used SSA in their courses and 90% reported having positive experiences. A well-fitting structural model found five statistically significant predictors for the use of SSA: (1) positive experience with self-assessment, (2) belief in student participation in assessment, (3) willingness to include self-assessment as percentage of final grade, (4) self-assessment advantages and (5) having attended assessment courses. Statistically significant mean score differences for these factors were found according to level of employment and level of educational qualifications. In conclusion, teachers’ values, attitudes and prior experiences with this type of assessment contributed a significant proportion of self-reported SSA usage.

The Use and Design of Rubrics to Support Assessment for Learning

Rubrics are assessment instruments designed to assist in identifying and evaluating qualitative differences in student performance. Research into scoring rubrics has shown that they can serve two purposes: (1) aid assessors in achieving higher levels of consistency when scoring performance tasks and (2) promote learning and/or improve instruction by making assessment expectations explicit and aiding the feedback process. In this chapter we summarise research on the formative use of rubrics, in order to identify how the use and design of rubrics may be optimised for the purpose of supporting student learning in an environment that often stresses independence and management of own learning. The presentation is organised around two different pathways through which rubrics may support student learning. These are through (a) facilitating the understanding and use of feedback and through (b) supporting students’ self-regulated learning. We also analyse what is known about the implementation of rubrics in higher education, with a particular focus on more sustained and widespread implementations. The implications of these findings for both practice and future research on rubrics are discussed.

Implementing summative assessment with a formative flavour: a case study in a large class

Abstract Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and argues that, for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable.

Higher education students’ learning challenges and regulatory skills in different learning situations / Desafíos de aprendizaje y habilidades de regulación en distintas situaciones de aprendizaje en estudiantes de educación superior

Abstract First-year higher education (HE) students experience different challenges during their studies. These challenging learning situations can trigger self-regulated learning (SRL) skills, which students use to handle these situations. Thus, the aim of this study is to investigate (a) first-year HE students’ cognitive, motivational and emotional challenges experienced in both individual and collaborative learning situations and (b) the relationship between SRL skills and experienced learning challenges. Participants included 107 first-year pre-service teachers. Data consisted of students’ self-reports via (a) open-ended answers on a challenge questionnaire and (b) Likert-scale items from MSLQ and MRS questionnaires. Based on students’ SRL profiles, differential effects on the challenging experiences were investigated. The results show that different aspects related to students’ cognition, motivation, emotions and well-being were challenging for students. Also, connections were found between students’ SRL skills and the types of experienced learning challenges. Students with high SRL reported fewer learning challenges related to motivational aspects and more challenges related to cognitive aspects than students with low SRL.