Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers' academic performance, self-regulated learning and perceptions of self-assessment

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dc.authoridKaraman, Pinar/0000-0002-2218-2701
dc.contributor.authorKaraman, Pinar
dc.date.accessioned2025-03-23T19:44:32Z
dc.date.available2025-03-23T19:44:32Z
dc.date.issued2024
dc.departmentSinop Üniversitesi
dc.description.abstractThis study aims to explore the effects of pre-service teachers' use of rubric in self-assessment with instructor feedback on academic achievement and self-regulated learning. Their perceptions and experiences of the self-assessment intervention were also investigated. A total of 79 pre-service teachers participated in the study. A mixed methods approach was used as a blend of experimental and qualitative design. The quasi-experimental research model with pretest/posttest control group design was employed in the quantitative phase of the study. The pre-service teachers (N = 79) were assigned to either use of rubric in self-assessment involving tutor feedback condition or a non-self-assessment condition for their essay assignments. Besides, the pre-service teachers' perceptions and experiences of using self-assessment with instructor feedback were explored in the qualitative phase of the study. Data were collected using a rubric, an achievement test, a self-regulation in learning subscale and reflective journals. The results indicated that the rubric used in self-assessment with instructor feedback group had higher achievement and use of self-regulated learning strategies than the no-intervention group. The reflective journals also revealed that most of the pre-service teachers found the self-assessment a useful learning tool. They felt that it helped them to improve their learning by guiding them to set their own goals, monitor their progress and reflect on their learning through their own tasks. The implications for educational research and practice are discussed.
dc.description.sponsorshipScientific and Technological Research Council of Turkiye (TUBITAK)
dc.description.sponsorshipOpen access funding provided by the Scientific and Technological Research Council of Turkiye (TUBITAK).
dc.identifier.doi10.1007/s10212-024-00867-w
dc.identifier.endpage2574
dc.identifier.issn0256-2928
dc.identifier.issn1878-5174
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85197651007
dc.identifier.scopusqualityQ1
dc.identifier.startpage2551
dc.identifier.urihttps://doi.org/10.1007/s10212-024-00867-w
dc.identifier.urihttps://hdl.handle.net/11486/6961
dc.identifier.volume39
dc.identifier.wosWOS:001259368000001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorKaraman, Pinar
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEuropean Journal of Psychology of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250323
dc.subjectSelf-assessment
dc.subjectRubrics
dc.subjectAcademic performance
dc.subjectSelf-regulated learning
dc.subjectSelf-assessment perceptions
dc.titleEffects of using rubrics in self-assessment with instructor feedback on pre-service teachers' academic performance, self-regulated learning and perceptions of self-assessment
dc.typeArticle

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