Abstract
INTRODUCTION: This study analyzed the influence of two types of feedback (via rubrics and in-class) on students’ academic achievement in a higher education course with statistical content. Students’ views regarding the usefulness of these types of feedback were also examined. METHODS: After validating the rubrics in a sample of 100 students, a sample of 135 students was used to address the main objective of the study. The samples comprised undergraduates from the University of Barcelona who were taking a course called Research Designs as part of the Universiy of Barcelona’s Degree in Psychology. RESULTS: The majority of students regarded both types of feedback as being useful. Academic achievement did not differ according to whether students used rubrics, attended feedback classes, or made use of both types of feedback. However, there was a positive association between the frequency of attendance at feedback classes and academic performance. Finally, the students who reported feeling less anxious about exams as a result of using rubrics or attending feedback classes obtained better exam grades. DISCUSSION: This study shows that teaching approaches which include feedback may lead students to have a more favourable view of their learning, especially when the feedback is more personalized and given in class.
Highlights
In recent years, formative assessment has become an important part of the teaching and learning process
The validity and reliability of the rubrics were assessed using a sample of 100 volunteer undergraduates from the University of Barcelona, all of whom were enrolled during the 2014-2015 academic year in the Research Designs course as part of the University of Barcelona’s Degree in Psychology (35 students to evaluate the rubric for the problem-solving activities, 36 for the rubric corresponding to the computer-based activities, and 29 for the independent study rubric)
Analysis of the scores obtained with the rubric for the problem-solving activities revealed statistically significant correlations between students’ self-assessments and peer assessments, between self-assessments and tutor assessments, and between peer and tutor assessments
Summary
Formative assessment has become an important part of the teaching and learning process. A defining characteristic of formative assessment is the timely correction of errors, meaning that the feedback which students receive about their learning activities is given early enough to allow them to improve (Brown, Peterson & Yao, 2016; Tang & Harrison, 2011). When this is the case, students have the opportunity to revise and improve their work prior to sitting exams, and this can have a notable impact on their academic achievement. Validity, and usefulness of rubrics and the effects of their use on student learning have been carried out by Brookhart and Chen (2015), Jonsson and Svingby (2007), Panadero and Jonsson (2013), and Reddy and Andrade (2010)
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