Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers

• The effects of rubrics vs. self-assessment scripts vs. control were compared.
• The effects on self-regulation, self-efficacy and performance were measured.
• Script use enhanced learning self-regulatory actions.
• Rubric use decreased negative self-regulatory actions (performance/avoidance SR).
• No significant effects were found for performance or self-efficacy.

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.