Improving Students With Rubric-Based Self-Assessment and Oral Feedback
(2012) In IEEE Transactions on Education 55(3). p.319-325- 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.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/4245380
- author
- Barney, Sebastian ; Khurum, Mahvish ; Petersen, Kai ; Unterkalmsteiner, Michael and Jabangwe, Ronald
- publishing date
- 2012
- type
- Contribution to journal
- publication status
- published
- subject
- in
- IEEE Transactions on Education
- volume
- 55
- issue
- 3
- pages
- 319 - 325
- publisher
- IEEE - Institute of Electrical and Electronics Engineers Inc.
- external identifiers
-
- scopus:84864649772
- ISSN
- 0018-9359
- DOI
- 10.1109/TE.2011.2172981
- project
- Embedded Applications Software Engineering
- language
- English
- LU publication?
- no
- id
- 5b4eb95c-c5b7-4e6f-9811-58df7173829d (old id 4245380)
- date added to LUP
- 2016-04-04 09:04:24
- date last changed
- 2022-04-23 18:52:56
@article{5b4eb95c-c5b7-4e6f-9811-58df7173829d, 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.}}, author = {{Barney, Sebastian and Khurum, Mahvish and Petersen, Kai and Unterkalmsteiner, Michael and Jabangwe, Ronald}}, issn = {{0018-9359}}, language = {{eng}}, number = {{3}}, pages = {{319--325}}, publisher = {{IEEE - Institute of Electrical and Electronics Engineers Inc.}}, series = {{IEEE Transactions on Education}}, title = {{Improving Students With Rubric-Based Self-Assessment and Oral Feedback}}, url = {{http://dx.doi.org/10.1109/TE.2011.2172981}}, doi = {{10.1109/TE.2011.2172981}}, volume = {{55}}, year = {{2012}}, }