Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education
Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education
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DOI：
10.1016/j.lindif.2012.04.007
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发表时间：
2012-12-01
影响因子：
3.6
通讯作者：
Antonio Huertas, Juan
中科院分区：
文献类型：
--
作者：
Panadero, Ernesto;Alonso-Tapia, Jesus;Antonio Huertas, Juan
本研究比较了两种不同的自我评估工具--规则和脚本--在与其他两个自变量（指示和反馈类型）的交互作用中对自我调节、学习和自我效能的影响。共有120名中学生分析景观-一个通常的任务时，学习地理-在12个实验条件之一（过程/性能指令x控制/量规/脚本自我评估工具x掌握/性能反馈）通过三次试验。自我调节是通过问卷调查和出声思考的协议。重复测量方差分析的结果表明，脚本增强自我调节比rubrics和控制组，并使用这两个自我评估工具增加了学习控制组。然而，大多数的相互作用是不显着的，理论和实践的影响，使用标尺和脚本在自我调节训练进行了讨论。(C)2012 Elsevier Inc. All rights reserved.
This study compares the effects of two different self-assessment tools - rubrics and scripts - on self-regulation, learning and self-efficacy in interaction with two other independent variables (type of instructions and feedback). A total of 120 secondary school students analyzed landscapes - a usual task when studying Geography - in one of twelve experimental conditions (process/performance instructions x control/rubric/script self-assessment tools x mastery/performance feedback) through three trials. Self-regulation was measured through questionnaire and thinking aloud protocols. The results of repeated-measure ANOVA showed that scripts enhanced self-regulation more than rubrics and the control group, and that the use of the two self-assessment tools increased learning over the control group. However, most interactions were not significant, Theoretical and practical implications for using rubrics and scripts in self-regulation training are discussed. (C) 2012 Elsevier Inc. All rights reserved.