Rubrics For Learning & Self-assessment In Open Schooling

Abstract

In the teaching-learning process, various tools and techniques are being used by the teacher at different levels of understanding, memorizing, and reflection. The relevance of various tools for knowledge gathering, enrichment, and assessment is well acknowledged by research studies around the globe. In order to strengthen the degree of competency of the learner, the latest research studies recognize the wide applicability of rubric not only in performance assessment but also in other different dimensions of development by different means of children with different needs. In this present study, the researcher aimed to explore the potential of the rubric as a tool to assess targeted skills in a more detailed manner through explicit explanation of performance expectations for the learners of Open School. This paper investigated the impact of using rubrics as a learning and self-assessment tool for improving the science laboratory skills of the learners of the National Institute of Open School (NIOS). The study was carried out in three phases, the pre-intervention, intervention, and post-intervention phase. The quasi-experimental design was adopted with one sample, pre-post test design. As a sample, 28 learners of Senior Secondary (Science stream) of 3 different study centers of NIOS located in Delhi, NCR were selected. Rubric as a tool of self-learning and assessment was used in this study. The science practical was attended by the sample at their respective study centers and the researcher reached the sample in their respective places. Sessions were conducted to prepare the sample about the preparation and usage of Rubrics for their own learning and performance check. The learners were urged to use it to improve their own learning and execution perfection level in their Science practical classes after a series of sessions, once they had a clear comprehension of the preparation and usage. The qualitative interpretation of the findings in the study revealed that the learners got a better understanding and clarity on the expectations of perfection in performing an experiment, which helped them to bring that precision while conducting the practical. Also, it was acknowledged by most of the learners that the rubric helped them to focus on their work, produce work of better quality, and assisted them to earn better grades without feeling nervous about the given task. The descriptive analysis of pre and post-intervention phases revealed that there was a gain difference of 14.95 between pre-test and post-test scores in each dimension of the rubric. The hypothesis testing was done through the Wilcoxon signed rank test (statistical analysis), Z: -3.936, Asymp. Sig. (2-tailed): 0.000, the P value was less than 0.05 (0.000<0.05), indicating that there was a significant difference in the performance, and hence, H0 was rejected. The multiple benefits of using a rubric as a learning and scoring instrument are discussed in this paper. This study promotes the use of rubrics as a learning and assessment tool to enhance the knowledge and skills of learners in formal and open learning environments.