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Do rubrics improve students' metacomprehension accuracy?

Poulin, Christina M
http://rave.ohiolink.edu/etdc/view?acc_num=kent1374595640

Abstract Details

2013, MA, Kent State University, College of Arts and Sciences / Department of Psychological Sciences.
For students to optimize their academic performance, they must be able to accurately monitor their learning. Unfortunately, students’ evaluations of text materials tend to be overconfident when judging the correctness of the information they recall. Recently, Dunlosky et al. (2011) found that using smaller idea-unit evaluation standards (i.e., important ideas of each term definition) reduced students’ overconfidence in their recall errors. Given that these idea-unit standards reduce students’ overconfidence for term-specific concepts, they could be incorporated into a rubric format as a way for students to compare their understanding of the concepts represented in longer texts. Accordingly, the goal of the current studies was to test whether the use of rubrics would improve students’ metacomprehension accuracy. In two experiments, undergraduate students studied 2 expository texts, followed by making judgments for each paragraph. When making these judgments, participants were either given a rubric to assess how well they understood the concepts in the text, or given no rubric at all. The rubric was designed to have students attend to their understanding of the text in each paragraph by making a general assessment about whether they had complete, partial, or no understanding of the concepts presented in the each paragraph. After judgments had been made, participants completed a recall test. Analyses showed students’ judgments were lower for those who received the rubric than for those who received no rubric. Further analyses showed students' overconfidence was reduced for questions that assessed conceptual understanding when receiving a rubric than for those who did not receive one. Relative accuracy was also higher for those using rubrics, although this promising trend was not statistically significant. Results from the present studies demonstrate the promise of rubrics for improving students accuracy; metacomprehension, and how future research might improve upon rubric format in order to decrease students' overconfidence.
John Dunlosky, Ph.D (Advisor)
Katherine Rawson, Ph.D (Committee Member)
William Merriman, Ph.D (Committee Member)
Jeff Ciesla, Ph.D (Committee Member)
40 p.
Educational Psychology; Psychology
Metacomprehension; rubrics; student learning

Recommended Citations

Citations

  • Poulin, C. M. (2013). Do rubrics improve students' metacomprehension accuracy? [Master's thesis, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1374595640

    APA Style (7th edition)

  • Poulin, Christina. Do rubrics improve students' metacomprehension accuracy? 2013. Kent State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1374595640.

    MLA Style (8th edition)

  • Poulin, Christina. "Do rubrics improve students' metacomprehension accuracy?" Master's thesis, Kent State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1374595640

    Chicago Manual of Style (17th edition)

kent1374595640
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© 2013, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.