Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers

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The quality and effectiveness of descriptive rubrics (2015, background): “Panadero, Alonso-Tapia, and Reche (2013) investigated the effects of rubrics and scripts among pre-service teachers learning to design multimedia materials.”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, background): “In studies like Panadero et al. (2012), Panadero et al. (2013), and Kahrizi et al. (2014), students are provided with instruments (such as rubrics, scripts, or checklists) that can be used to plan, monitor, and/or self-assess own task performance.”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “In Panadero et al. (2013) it was found that pre-service teachers using scripts scored higher on ‘Learning SRL’ (positive type of SRL), whereas students using rubrics decreased their scores on ‘Performance/avoidance SRL’ (negative type of SRL).”
Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students (2013, background): “It is important to share this conceptualization because teachers using selfassessment as an instructional strategy very often have doubts about their usefulness, and about the accuracy of student ratings (Noonan & Duncan, 2005; Panadero et al., 2013).”