Learning strategy regulation processes with rubrics for learning assessment

Abstract

Learning assessment can be done with the help of the development of rubrics. Rubrics are used to evaluate a wide variety of aspects of the pedagogical process; they are even very efficient for standardizing assessment and creating feedback. The adoption of rubrics helps establish educationally appropriate criteria and performance levels for both metrics and performance measurements, including complex learning structures such as the pedagogical framework. Regulated learning frameworks has come to be cornerstone for examining learning forms of regulation. Despite recent advances in the area of self-regulated and co-regulation, more research is still needed on how groups of students regulate their learning in learning environments in the classroom context. In this work we apply, we re-designed Pintrich’s self-regulation framework, placing a special emphasis on the crucial role of performance measurement in learning with the aid of rubrics, providing a more holistic view of regulatory processes. The extended framework presented here has implications for practice, being especially beneficial in creating strategies for facilitating students’ self-regulation and co-regulation. This study provides valuable information for educators regarding instructional design and the selection of appropriate regulatory processes to shape and measure learning activities within a framework. It was developed a complete prototype called the Learning Assessment System by Rubrics.