Exploring the Mechanism of the Effects of Presenting a Rubric and Fact Patterns(<Special Issue>New Generation Learning Assessments)

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  • ルーブリックの提示が学習者に及ぼす影響のメカニズムと具体的事例の効果の検討(<特集>新時代の学習評価)
  • ルーブリックの提示が学習者に及ぼす影響のメカニズムと具体的事例の効果の検討
  • ルーブリック ノ テイジ ガ ガクシュウシャ ニ オヨボス エイキョウ ノ メカニズム ト グタイテキ ジレイ ノ コウカ ノ ケントウ

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In the present study, we investigated the mechanism of the effects of presenting a rubric and fact patterns corresponding to each grading standard. 95 eighth-grade students were randomly assigned to 1 of 3 classrooms, each of which corresponded to an experimental condition. The participants studied mathematics for 5 sessions: at the end of the first day and the third day, the teacher gave a test on that day's lecture. The feedback methods for the test results varied according to each classroom's experimental condition: the rubric condition, the rubric plus fact pattern condition, or the comment-only condition. The results showed that students who received the rubric were more likely to consider that the purpose of the test was to show improvement than those who did not receive the rubric, and the rubric influenced intrinsic motivation, learning strategies, and test scores through the values of test. In addition, the results of this study suggested that informed assessment had an important role in values of test change. The results also revealed that fact patterns had no effect on the dependent variables.

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