European Journal of Psychology of Education,
Год журнала:
2024,
Номер
39(3), С. 2551 - 2574
Опубликована: Июнь 29, 2024
Abstract
This
study
aims
to
explore
the
effects
of
pre-service
teachers’
use
rubric
in
self-assessment
with
instructor
feedback
on
academic
achievement
and
self-regulated
learning.
Their
perceptions
experiences
intervention
were
also
investigated.
A
total
79
teachers
participated
study.
mixed
methods
approach
was
used
as
a
blend
experimental
qualitative
design.
The
quasi-experimental
research
model
pretest/posttest
control
group
design
employed
quantitative
phase
(
N
=
79)
assigned
either
involving
tutor
condition
or
non-self-assessment
for
their
essay
assignments.
Besides,
using
explored
Data
collected
rubric,
an
test,
self-regulation
learning
subscale
reflective
journals.
results
indicated
that
had
higher
strategies
than
no-intervention
group.
journals
revealed
most
found
useful
tool.
They
felt
it
helped
them
improve
by
guiding
set
own
goals,
monitor
progress
reflect
through
tasks.
implications
educational
practice
are
discussed.
Educational Psychology Review,
Год журнала:
2023,
Номер
35(4)
Опубликована: Дек. 1, 2023
Abstract
Rubrics
are
widely
used
as
instructional
and
learning
instrument.
Though
they
have
been
claimed
to
positive
effects
on
students’
learning,
these
not
meta-analyzed.
Our
aim
was
synthesize
the
of
rubrics
academic
performance,
self-regulated
self-efficacy.
The
moderator
effect
following
variables
also
investigated:
year
publication,
gender,
mean
age,
educational
level,
type
level
(compulsory
vs.
higher
education),
number
sessions,
assessment
criteria,
performance
levels,
use
self
peer
assessment,
research
design,
empirical
quality
study.
Standardized
differences
(for
three
outcomes)
standardized
changes
(SMC;
for
performance)
were
calculated
from
retrieved
studies.
After
correcting
publication
bias,
a
moderate
found
in
favor
(
g
=
0.45,
k
21,
m
54,
95%
CI
[0.312,
0.831];
SMC
0.38,
[0.02,
0.75],
12,
30),
whereas
small
pooled
observed
0.23,
5,
17,
[-0.15,
0.60])
self-efficacy
0.18,
3,
[-0.81,
0.91]).
Most
significant.
Importantly,
improve
future
reports
rubrics,
we
provide
an
instrument
be
filled
out
rubric
scholars
forthcoming
Educational Psychology Review,
Год журнала:
2023,
Номер
35(3)
Опубликована: Авг. 4, 2023
Abstract
Students
are
the
central
agent
in
self-assessment;
therefore,
their
perceptions
crucial
for
successful
self-assessment.
Despite
increasing
number
of
empirical
studies
exploring
how
students
perceive
self-assessment,
systematic
reviews
synthesising
students’
self-assessment
and
relating
them
to
implementation
scarce.
This
review
covered
44
eligible
synthesised
findings
related
two
key
aspects
self-assessment:
(1)
usefulness
(2)
factors
influencing
The
results
revealed
inconclusive
regarding
perceived
Although
most
reported
a
generally
positive
perception
among
students,
some
skepticism
about
its
usefulness.
Usefulness
was
influenced
by
specific
individual
(i.e.,
gender,
age,
educational
level)
instructional
external
feedback,
use
instruments,
purpose).
Additionally,
usefulness,
affective
attitude,
self-efficacy,
important
others,
psychological
safety)
practice
training,
environmental
support).
this
contribute
better
understanding
shed
light
on
design
meaningful
activities
that
cater
learning
needs.
Assessment in Education Principles Policy and Practice,
Год журнала:
2023,
Номер
30(2), С. 104 - 129
Опубликована: Март 4, 2023
Based
on
the
self-system
processes
model
of
motivation,
we
explored
mediating
role
academic
self-concept
in
relationship
between
perseverance
effort
and
self-assessment.
The
results
showed
that
has
a
positive
but
not
statistically
significant
association
with
self-assessment
when
controlling
self-concept.
supported
our
hypotheses
self-concept,
whether
at
domain-specific
or
component-specific
level,
significantly
mediated
effect
self-assessment,
lending
empirical
support
to
closer
conceptual
link
self-perceptions
practices
learning.
contribute
literature
three
research
lines
(grit,
self-assessment)
suggest
enhancement
interventions
are
beneficial
only
achievement
based
reciprocal
been
well
documented
also
light
motivation.
Journal of Computer Assisted Learning,
Год журнала:
2024,
Номер
40(6), С. 2667 - 2680
Опубликована: Апрель 23, 2024
Abstract
Background
When
learning
causal
relations,
completing
diagrams
enhances
students'
comprehension
judgements
to
some
extent.
To
potentially
boost
this
effect,
advances
in
natural
language
processing
(NLP)
enable
real‐time
formative
feedback
based
on
the
automated
assessment
of
diagrams,
which
can
involve
correctness
both
responses
and
their
position
chain.
However,
responsible
adoption
effectiveness
diagram
depend
its
reliability.
Objectives
In
study,
we
compare
two
Dutch
pre‐trained
models
(i.e.,
RobBERT
BERTje)
combination
with
machine‐learning
classifiers—Support
Vector
Machine
(SVM)
Neural
Networks
(NN),
terms
different
indicators
We
also
contrast
techniques
semantic
similarity
machine
learning)
for
estimating
correct
a
student
response
Methods
For
training
evaluation
models,
capitalize
human‐labelled
dataset
containing
2900+
completed
by
700+
secondary
school
students,
accumulated
from
previous
diagramming
experiments.
Results
Conclusions
predicting
responses,
86%
accuracy
Cohen's
κ
0.69
were
reached,
combinations
using
SVM
being
roughly
three‐times
faster
(important
applications)
than
NN
counterparts.
92%
0.89
reached.
Implications
Taken
together,
these
figures
equip
educational
designers
decision‐making
when
NLP‐powered
analytics
are
warranted
relation
learning;
thereby
enabling
learners
reducing
teachers'
workload.
