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    Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10259/4829

    Título
    Effects of different types of rubric-based feedback on learning outcomes
    Autor
    Sáiz Manzanares, María ConsueloUBU authority Orcid
    Cuesta Segura, Isidoro IvánUBU authority Orcid
    Alegre Calderón, Jesús ManuelUBU authority Orcid
    Peñacoba Antona, LorenaUBU authority
    Publicado en
    Frontiers in Education. 2017, V. 2, art. 34
    Editorial
    Frontiers Media
    Fecha de publicación
    2017-07
    ISSN
    2504-284X
    DOI
    10.3389/feduc.2017.00034
    Abstract
    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.
    Palabras clave
    institutional change
    rubric
    feedback
    higher education
    self-regulation of learning
    assessment
    Materia
    Enseñanza superior
    Education, Higher
    URI
    http://hdl.handle.net/10259/4829
    Versión del editor
    https://doi.org/10.3389/feduc.2017.00034
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    Attribution 4.0 International
    Documento(s) sujeto(s) a una licencia Creative Commons Attribution 4.0 International
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