Improving Students With Rubric-Based Self-Assessment and Oral Feedback

Document type: Journal Articles
Article type: Original article
Peer reviewed: Yes
Author(s): Sebastian Barney, Mahvish Khurum, Kai Petersen, Michael Unterkalmsteiner, Ronald jabangwe
Title: Improving Students With Rubric-Based Self-Assessment and Oral Feedback
Journal: IEEE Transactions on Education
Year: 2012
Volume: 55
Issue: 3
Pagination: 319 - 325
ISSN: 0018-9359
Publisher: IEEE
URI/DOI: 10.1109/TE.2011.2172981
ISI number: 000307191400002
Other identifiers: http://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=06069828
Organization: Blekinge Institute of Technology
Department: School of Computing (Sektionen för datavetenskap och kommunikation)
School of Computing S-371 79 Karlskrona
+46 455 38 50 00
http://www.bth.se/com
Authors e-mail: sebastian.barney@bth.se, mahvish.khurum@bth.se, kai.petersen@bth.se, michael.unterkalmsteiner@bt.se, ronald.jabangwe@bth.se
Language: English
Abstract: Rubrics and oral feedback are approaches to help students improve performance and meet learning outcomes. However, their effect on the actual improvement achieved is inconclusive. This paper evaluates the effect of rubrics and oral feedback on student learning outcomes. An experiment was conducted in a software engineering course on requirements engineering, using the two approaches in course assignments. Both approaches led to statistically significant improvements, though no material improvement (i.e., a change by more than one grade) was achieved. The rubrics led to a significant decrease in the number of complaints and questions regarding grades.
Subject: Software Engineering\General
Keywords: education rubrics, requirements engineering
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