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

Abstract

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.