Nowadays in higher education, the teaching procedures that lead to better learning
outcomes (LO) require continuous analysis. Rubrics such as teaching feedback procedures
have demonstrated their effectiveness at heightening the reflection of university
students on their own practice. The aims were (1) to study the effects of different types
of rubric-based feedback [from process-oriented feedback to traditional feedback] on
LO and on student perceptions of subject matter knowledge (SPKI) after training in a
comparison between students in engineering and students in the social sciences; (2) to
analyze the relation between metacognitive skills and motivation with LO and SPKI; and
(3) to validate the results with structural equation modeling (SEM). The study comprised
a total of 171 university students (n = 80 from the mechanical engineering degree and
n = 91 from social sciences degree). A quasi-experimental design with a control group
was used to test aim 1 and a descriptive correlational design to test aim 2. SEM was
applied to validate the results (aim 3). Significant differences were found between both
types of rubric-based feedback (process-oriented v. traditional) in relation to LO, though
not in relation to SPKI. The effects of the degree type were noted in LO but no in SPKI.
Likewise, a relation between SPKI and motivation skills was found in engineering students.
Accordingly, the type of degree and the characteristics of the subject modules
appear to be determining factors in successful learning, while SPKI is directly linked to
motivation skills. The SEM results validated these conclusions.
institutional change rubric feedback higher education self-regulation of learning assessment