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Point Values on Scoring Rubrics Influence Self-Regulated Learning for STEM Material.

Morgan D Shumaker1, Michelle L Rivers1,2, Sarah K Tauber1

  • 1Department of Psychology, Texas Christian University, Fort Worth, TX 76129, USA.

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PubMed
Summary
This summary is machine-generated.

Learners prioritize studying STEM concepts with higher point values on scoring rubrics. This suggests rubrics effectively guide student study time and concept selection in self-regulated learning.

Keywords:
educationrubricsself-regulated learningvalue-directed remembering

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • STEM Education

Background:

  • Learner decision-making during self-regulated study is complex.
  • Scoring rubrics are common educational tools, but their impact on study behavior is not fully understood.

Purpose of the Study:

  • To investigate if point values on a scoring rubric influence how learners allocate study time and select concepts.
  • To examine the effect of varying, uniform, or no point values on concept study.

Main Methods:

  • 92 participants engaged in self-regulated study of five mineral formation concepts.
  • Participants had access to scoring rubrics with different point value conditions (varying, uniform, none).
  • Study time and concept selection frequency were recorded.

Main Results:

  • Concepts with higher point values on the rubric were selected for study more frequently than lower-value concepts.
  • This effect varied in strength across different concepts.
  • Concepts assigned higher point values were studied for slightly longer durations.

Conclusions:

  • Scoring rubrics, specifically their point value information, can guide learners' study decisions.
  • Findings align with theories of value-directed remembering and agenda-based regulation in learning.
  • Educators can leverage rubrics to influence student engagement with specific learning material.