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Empowering student learning through rubric-referenced self-assessment
The Journal of Chiropractic Education
|July 11, 2012
Summary
Rubric-referenced self-assessment significantly improved anatomy assignment scores for chiropractic students. This learning tool enhances student performance, though developing effective rubrics remains a challenge for educators.
Area of Science:
- Medical Education
- Anatomy Pedagogy
Background:
- Effective assessment strategies are crucial for student learning in health professions.
- Rubrics offer a structured approach to evaluating student work and providing feedback.
Purpose of the Study:
- To determine the impact of rubric-referenced self-assessment on chiropractic students' anatomy assignment performance.
- To evaluate the efficacy of self-assessment using rubrics as an educational intervention.
Main Methods:
- A quasi-experimental design with 259 first-quarter chiropractic students (treatment n=130, comparison n=129).
- Both groups used rubrics for assignment drafts and received instructor feedback.
- The treatment group additionally performed rubric-referenced self-assessment on their second draft.
Main Results:
- Students in the treatment group, who engaged in rubric-referenced self-assessment, achieved statistically significant higher assignment scores.
- The comparison group, lacking self-assessment, did not show comparable score improvements.
Conclusions:
- Practicing rubric-referenced self-assessment is an effective method for enhancing student performance on academic assignments.
- Further research is needed to develop practical and user-friendly rubric tools for student self-assessment in educational settings.
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