Student-generated rubrics, as part of formative assessment, have been reported to foster self-regulation and learner autonomy. This in turn can have a positive impact on students’ accomplishment on specific assignments. In view of these reports, an experimental design intervention was implemented on two classes of Grade 5 students (over 80) in one Singapore primary school to examine the effects of student-generated rubrics on their performance in a speaking task. Data was collected from two classes, which share the same academic profile over 4 weeks. In Class A, teacher and students together identified learning objectives and crafted success criteria for evaluating the latter’s performance. The co-construction of the rubrics by teacher and students was supported by the principles of metacognitive instruction involving the active monitoring and consequent regulation of the processes of learning. Not only are students clear of the success criteria and can set realistic goals, but they also have information about where and how to improve, with reference to the criteria that has been set for the task. By contrast, students in Class B did not receive deliberate guidance on developing student-generated rubrics, but used solely teacher-developed rubrics. Students’ scores in the speaking task, and perception surveys and interviews in both classes were compared. It was found that students in Class A had higher engagement and self-awareness of task requirement. The study has implications that student-generated rubrics have the potential to help learners to set learning targets and develop their own understanding of the quality of their work.
Rachel Lee, Fuhua Primary School, Singapore
Frances Wong, Fuhua Primary School, Singapore
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