Abstract

SAIZ MANZANARES, María Consuelo  and  BOL ARREBA, Alfredo. Learning based on assessment with rubrics: a study in higher educatio. Suma Psicol. [online]. 2014, vol.21, n.1, pp.28-35. ISSN 0121-4381.

This study analyzed the relationship between self-regulated learning and the use of rubrics. Two studies are presented: the first compared the effects of two different levels of feedback (1 and 3) on self-regulation of learning in university students. Level 1 gave information to students on whether or not their learning was correct or incorrect, whereas level 3 used the rubrics approach to shed light on the level of self-regulation. The sample consisted of 72 civil engineering students studying a course on physics applied to materials. The results indicate that there were no significant differences between the two types of feedback, although a tendency toward a difference in averages and less scattering were observed in the experimental group. The second study analyzed differences between the two types of assessment (formative and summative) used in a course on physics applied to materials. The results showed significant differences between all types of assessment, except between formative assessment in theory and problems and summative assessment in problems, both in the experimental and the control group.

Keywords : Self-regulation; Assessment; Learning skills; Rubrics; Higher education students; Physics learning.

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