Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education

This study compares the effects of two different self-assessment tools – rubrics and scripts – on self-regulation, learning and self-efficacy in interaction with two other independent variables (type of instructions and feedback). A total of 120 secondary school students analyzed landscapes – a usual task when studying Geography – in one of twelve experimental conditions (process/performance instructions × control/rubric/script self-assessment tools × mastery/performance feedback) through three trials. Self-regulation was measured through questionnaire and thinking aloud protocols. The results of repeated-measure ANOVA showed that scripts enhanced self-regulation more than rubrics and the control group, and that the use of the two self-assessment tools increased learning over the control group. However, most interactions were not significant. Theoretical and practical implications for using rubrics and scripts in self-regulation training are discussed.

► Rubrics and scripts are instruments that promote self-assessment. ► Their effect is studied in interaction with different instructions and feedback. ► Script increased self-regulation over the rubric and control group. ► The use of script and rubrics enhanced learning over the control group. ► The use of rubric and mastery feedback had the biggest increase on self-efficacy.