The Impact of Rubrics-Based Self-Evaluation Training on Students’ Performance and Self-Evaluation

Raba’a Abadel, Arwa Alaskary


The study aims to investigate the effect of rubrics-based self-evaluation training on students’ performance and self-evaluations. It was conducted on senior students (n = 72) of Business English at the Faculty of Languages and Translation at the University of Aden. The students were distributed into two groups: control and experimental groups. The latter participated in the creation of the rubrics and was trained on using them to evaluate their own academic performance in writing research papers. The control group received no training, and they did not even receive the criteria. Both groups’ self-evaluations were compared with their instructor’s evaluation. The results demonstrate that the performance mean values of the trained students’ scores (M = 53.29, SD = 4.76) are greater than those of the un-trained students’ mean values (M = 35.84, SD = 10.09). They also indicate that the experimental group’s self-evaluation demonstrated a strong positive correla-tion with their instructor's evaluation (r = 0.717) with no statistically significant differences between the mean values (p = 1.930). On the other hand, there is a weak positive correlation (r = 0.061) between the untrained group’s evaluation and the instructor’s evaluation, with markedly significant differences between their mean values (p = 8.298). This indicates that there is a significant statistical difference in the academic performance of the trained students compared with their untrained peers in favor of the trained students and it also indicates that the poor performers, the control group here overestimate their own achievements.

Keywords: self-assessment, rubric- based self-evaluation, self-regulated learning

DOI: 10.7176/JEP/15-4-08

Publication date:March 31st 2024

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