Lifelong learning: to rubric or not to rubric
With the proliferation in digital technology, the threat of replacing human labour with artificial intelligence is imminent. Lifelong learning skills have become more imperative to the future employment. Criteria-referenced self-assessment is one of the tools can be used to boost learning and achievement and promote academic self-regulation (i.e. monitor and manage students’ own leaning) (e.g. Pintrich, 2000;Zimmerman&Schunk, 2004. Bigg, 2007 ). The objective of this study is to investigate the role of using rubric as a criteria-referenced self-assessment tool on students’ group performance and independent learning skills. The paper studied 3 cohorts (2016/17,2017/18,2018/19) year 3 undergraduate students (in total 100) studying a problem-based learning module. Controlled by gender, country origin and programmes, the study found that in general, students’ group performance gradually improved, higher learning strategies were used and the perception from students and the expectations from lecturer became more in lined over the semester. However, it is also found that problems coping with stress and avoidance of self-regulation are likely to increase which was detrimental to learning.
A short presentation will be given on the thought of how a problem-based module promotes lifelong learning skills and the role of rubric played in this.
My study indicates that a careful designed rubric is useful in communicating expectations and promoting critical judgement. But it should not be used as a summative assessment.
critical thinking, self-assessment, student performance