Using Rubrics to Communicate Unit Learning Goals to 6th Grade使用量规进行单元学习目标第六级.pptVIP

Using Rubrics to Communicate Unit Learning Goals to 6th Grade Science Students Jodine Tolentino Research Question: How does the use of rubrics in 6th grade sciences classes increase student academic achievement and motivation? Literature Review Students that self-assess work show growth in achievement and motivation (Ross, 2006). Providing specific expectations allows specific feedback to be provided, which increases student motivation and achievement (Marzano, 2006). Methodology Participants: 109 6th grade science students in a diverse Southern California middle school. Design: quantitative research study Compare achievement with motivation surveys 2 science units were taught Earthquake Unit (NO rubric provided) Volcano Unit (rubric provided) Instruments: Quizzes, Unit Tests, Motivation Surveys for each unit and a Unit Rubric for Volcano Unit Methodology Surveys: Likert Scale ranging from 1 - 4 1=Really Disagree 2 = Kind of Disagree 3 = Kind of Agree 4 = Really Agree Rubric: communicate learning goals for unit to students. Scoring: ranges from 0 - 4. Score is based on what the student proves they learned through assessments. Level 2: “knowledge” based material Level 3: “reasoning” “skill based material Findings: Achievement * * *Increase in academic achievement appeared between the unit quizzes, NOT the Unit Tests. Findings: Motivation No significant increase in student motivation with the use of rubrics. However, students did “Kind of Agree” on these motivation survey statements: Clear expectations for each assignment made me work harder toward my specific learning goal. (mean =2.90; mode = 3) I will do better on this unit test [Volcano Unit] than the last unit’s [Earthquake Unit]. (mean = 3.18; mode 3) Recommendations Provide rubrics to communicate expectations. Guide students to use rubric as as a self-assessment tool. Use rubrics to provide peer-to-peer feedback as well as teacher feedback. Allow for revision of assignments.