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Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers
dc.contributor.author | Panadero, Ernesto | |
dc.contributor.author | Alonso-Tapia, Jesús | |
dc.contributor.author | Reche Urbano, Eloísa | |
dc.date.accessioned | 2024-02-08T12:19:12Z | |
dc.date.available | 2024-02-08T12:19:12Z | |
dc.date.issued | 2013 | |
dc.identifier.uri | http://hdl.handle.net/10396/27304 | |
dc.description.abstract | Two approaches to self-assessment are optimal, because they include the assessment criteria: rubrics and scripts. The aim of this study is to compare the effect of rubrics and scripts on self-regulation, performance and self-efficacy. A total of 69 pre-service teachers participated in the study. During a semester the participants were trained to design multimedia material in three experimental conditions (rubrics, scripts and control). Results showed that students using the scripts had higher levels of learning self-regulation after the intervention, whereas rubrics decreased performance/avoidance self-regulation (negative self-regulatory actions detrimental to learning). No significant effects were found for students’ performance or self-efficacy. Students preferred the use of rubrics to the use of scripts. | es_ES |
dc.format.mimetype | application/pdf | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Elsevier | es_ES |
dc.rights | https://creativecommons.org/licenses/by-nc-nd/4.0/ | es_ES |
dc.source | Ernesto Panadero, Jesús Alonso-Tapia, Eloísa Reche, Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers, Studies in Educational Evaluation, Volume 39, Issue 3, 2013, Pages 125-132 | es_ES |
dc.subject | Self-regulation | es_ES |
dc.subject | Self-assessment | es_ES |
dc.subject | Formative assessment | es_ES |
dc.subject | Rubric | es_ES |
dc.subject | Script | es_ES |
dc.subject | Self-efficacy | es_ES |
dc.title | Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.relation.publisherversion | https://doi.org/10.1016/j.stueduc.2013.04.001 | es_ES |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |