RT info:eu-repo/semantics/article
T1 Effects of different types of rubric-based feedback on learning outcomes
A1 Sáiz Manzanares, María Consuelo
A1 Cuesta Segura, Isidoro Iván
A1 Alegre Calderón, Jesús Manuel
A1 Peñacoba Antona, Lorena
K1 institutional change
K1 rubric
K1 feedback
K1 higher education
K1 self-regulation of learning
K1 assessment
K1 Enseñanza superior
K1 Education, Higher
AB Nowadays in higher education, the teaching procedures that lead to better learningoutcomes (LO) require continuous analysis. Rubrics such as teaching feedback procedureshave demonstrated their effectiveness at heightening the reflection of universitystudents on their own practice. The aims were (1) to study the effects of different typesof rubric-based feedback [from process-oriented feedback to traditional feedback] onLO and on student perceptions of subject matter knowledge (SPKI) after training in acomparison between students in engineering and students in the social sciences; (2) toanalyze the relation between metacognitive skills and motivation with LO and SPKI; and(3) to validate the results with structural equation modeling (SEM). The study compriseda total of 171 university students (n = 80 from the mechanical engineering degree andn = 91 from social sciences degree). A quasi-experimental design with a control groupwas used to test aim 1 and a descriptive correlational design to test aim 2. SEM wasapplied to validate the results (aim 3). Significant differences were found between bothtypes of rubric-based feedback (process-oriented v. traditional) in relation to LO, thoughnot 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 modulesappear to be determining factors in successful learning, while SPKI is directly linked tomotivation skills. The SEM results validated these conclusions.
PB Frontiers Media
SN 2504-284X
YR 2017
FD 2017-07
LK http://hdl.handle.net/10259/4829
UL http://hdl.handle.net/10259/4829
LA eng
DS Repositorio Institucional de la Universidad de Burgos
RD 23-nov-2024