Improving Students With Rubric-Based Self-Assessment and Oral Feedback

Rubrics and oral feedback are approaches to help students improve performance and meet learning outcomes. However, their effect on the actual improvement achieved is inconclusive. This paper evaluates the effect of rubrics and oral feedback on student learning outcomes. An experiment was conducted i...

Full description

Saved in:
Bibliographic Details
Published in:IEEE transactions on education 2012-08, Vol.55 (3), p.319-325
Main Authors: Barney, S., Khurum, M., Petersen, K., Unterkalmsteiner, M., Jabangwe, R.
Format: Article
Language:English
Subjects:
College Students
Computer science
Computer Software
Context
Education
education rubrics
Educational institutions
Engineering
Evaluation Methods
Feedback
Feedback (Response)
Grades (Scholastic)
Learning
Learning outcomes
Materials
oral feedback
perception gap
Performance enhancement
Quality
Reliability
requirements engineering
rubric-based evaluation
Scoring Rubrics
Self Evaluation (Individuals)
Software engineering
Speech Communication
Student Evaluation
Students
Taxonomy
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Rubrics and oral feedback are approaches to help students improve performance and meet learning outcomes. However, their effect on the actual improvement achieved is inconclusive. This paper evaluates the effect of rubrics and oral feedback on student learning outcomes. An experiment was conducted in a software engineering course on requirements engineering, using the two approaches in course assignments. Both approaches led to statistically significant improvements, though no material improvement (i.e., a change by more than one grade) was achieved. The rubrics led to a significant decrease in the number of complaints and questions regarding grades.
ISSN:0018-9359
1557-9638
DOI:10.1109/TE.2011.2172981