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

By Ernesto Panadero, M. Romero. 2014

231 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/397daa68480d16a23e77a9b21596f69ea6621451

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “Finally, Panadero and Romero (2014) compared the effect of a ‘baseline SA condition’ (i.e., asking the students to self-assess their work, but without providing any instrument to facilitate the SA) to a ‘rubric referenced SA condition’ for pre-service teachers.”
Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, result): “…protocols are a more objective measure than self-reported ones (Greene et al., 2011) it could be argued that our hypothesis of co-creating rubrics increasing SRL could be maintained, as found in previous research with the use of rubrics (e.g. Panadero & Jonsson, 2013; Panadero & Romero, 2014).”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, methodology): “Firstly, the most specific explanation is provided by Panadero and Romero (2014), who discuss the negative effect of the rubric used in their study.”
How Individual Self-Regulation Affects Group Regulation and Performance (2015, background): “First, there are studies in which students who show higher SRL exhibit better performance and learning in individual tasks (e.g., Panadero, Alonso-Tapia, & Huertas, 2012; Panadero & Romero, 2014; Zimmerman & Kitsantas, 2014).”
A Critical Review of Research on Student Self-Assessment (2019, methodology): “Panadero and his colleagues have also done quasiexperimental and experimental research on standards-referenced self-assessment, using rubrics or lists of assessment criteria that are presented in the form of questions (Panadero et al., 2012, 2013, 2014; Panadero and Romero, 2014).”
Assessment rubrics: towards clearer and more replicable design, research and practice (2017, background): “Sometimes these instructions are as simple as being asked to complete the rubric (Hafner and Hafner 2003); in some other cases more detailed instructions are provided (Panadero and Romero 2014).”
Authentic assessment: creating a blueprint for course design (2018, background): “As part of this, revealing assessment criteria to students has been shown to help them compare their efforts with the desired standard and plan their work (Pandero and Romero 2014), although there is growing recognition of the limitations of published criteria alone in conveying requirements.”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, methodology): “…the combination of a script and rubric (Panadero, Alonso-Tapia, & Huertas, 2014; Panadero, Alonso-Tapia, et al., 2013), and (d) resulted in higher use of self-regulatory learning strategies, performance, and accuracy when compared to a group using standard self-assessment (Panadero & Romero, 2014).”