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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.
Behavioral Sciences (Basel, Switzerland)
|April 26, 2025
Summary
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.
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.
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