Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment
Yazarlar (1)
Doç. Dr. Pınar KARAMAN Sinop Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale)
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| Dergi Adı | European Journal of Psychology of Education (Q2) | ||
| Dergi ISSN | 0256-2928 Dergi Bilgileri (2024) | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 06-2024 |
| Cilt / Sayı / Sayfa | 39 / 3 / 2551–2574 | DOI | 10.1007/s10212-024-00867-w |
| Makale Linki | https://link.springer.com/article/10.1007/s10212-024-00867-w | ||
| UAK Araştırma Alanları |
Eğitim Programları ve Öğretim
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| Özet |
| This 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 … |
| Anahtar Kelimeler |
| Academic performance | Rubrics | Self-assessment | Self-assessment perceptions | Self-regulated learning |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 19 |
| Scopus | 21 |
| Google Scholar | 57 |