Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students.

The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) parti...

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Detalhes bibliográficos
Autores: Fraile Ruiz, Juan, Panadero, Ernesto, Pardo, Rodrigo
Formato: artículo
Fecha de publicación:2017
País:España
Recursos:Universidad Francisco de Vitoria
Repositorio:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
Idioma:inglés
OAI Identifier:oai:ddfv.ufv.es:10641/1292
Acesso em linha:http://hdl.handle.net/10641/1292
Access Level:acceso abierto
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spelling Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students.Fraile Ruiz, JuanPanadero, ErnestoPardo, RodrigoThe aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning self-regulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students’ activation of learning strategies.20172017-01-0120172017-01-01journal articlehttp://purl.org/coar/resource_type/c_6501SMURhttp://purl.org/coar/version/c_71e4c1898caa6e32info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10641/1292reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoriainstname:Universidad Francisco de VitoriaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Atribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:ddfv.ufv.es:10641/12922026-06-11T12:44:57Z
dc.title.none.fl_str_mv Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students.
title Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students.
spellingShingle Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students.
Fraile Ruiz, Juan
title_short Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students.
title_full Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students.
title_fullStr Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students.
title_full_unstemmed Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students.
title_sort Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students.
dc.creator.none.fl_str_mv Fraile Ruiz, Juan
Panadero, Ernesto
Pardo, Rodrigo
author Fraile Ruiz, Juan
author_facet Fraile Ruiz, Juan
Panadero, Ernesto
Pardo, Rodrigo
author_role author
author2 Panadero, Ernesto
Pardo, Rodrigo
author2_role author
author
dc.contributor.none.fl_str_mv
description The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning self-regulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students’ activation of learning strategies.
publishDate 2017
dc.date.none.fl_str_mv 2017
2017-01-01
2017
2017-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
SMUR
http://purl.org/coar/version/c_71e4c1898caa6e32
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10641/1292
url http://hdl.handle.net/10641/1292
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
instname:Universidad Francisco de Vitoria
instname_str Universidad Francisco de Vitoria
reponame_str DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
collection DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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