The Effects of using rubrics on the learning achievement in educational assessment and evaluation of students in Bhutanese University

Abstract

The study was designed to examine the learning achievement and opinions of first year students towards rubric usage in Educational Assessment and Evaluation. A mixed method of quantitative research and qualitative research was used in this study. The study was an experimental research and used two groups pretest-posttest design. The study was conducted at one of the colleges under Royal University of Bhutan. Through cluster random sampling, 2 sections of students for the control group and the experimental group were selected out of 4 sections. Each section had 30 students. The students in the experimental group were taught using rubrics and the students in the control group were taught using a traditional method. Instruments such as achievement test, survey questionnaire and student reflective journal were used to collect data. The Item Objective Congruency index of all the instruments indicated that the items were valid. The Kuder-Richardson (KR-20) coefficient for the achievement test (0.802) and Cronbach’s alpha (α) coefficient (0.889) for the questionnaire indicated that the instruments were reliable. The quantitative data collected from the achievement test and questionnaire were analyzed and interpreted using inferential statistics t-test with p<0.05 level of significance, mean and standard deviation. The qualitative data collected from students’ reflective journal were analyzed using coding system. The coding system included 3 level of analysis: open, axial, and selective coding. The findings of the study showed a significant difference in the posttest. The mean for the control group was 19.67 and 25.40 for the experimental group with mean difference of 5.73. This indicated that the learning achievement of the students in the experimental group was higher than the control group. The overall mean for survey questionnaire was 4.76 which showed that students in the experimental group exhibited positive opinions towards the rubric usage in Educational Assessment and Evaluation. The analysis of students reflective journal revealed that rubrics: 1) encouraged independent learning among students 2) informed teacher expectations to students 3) provided consistent and objective assessment 4) provided guidance while students were learning 5) helped in the goal setting and planning in Educational Assessment and Evaluation 6) provided feedback 7) motivated them to learn 8) encouraged self-assessment and peer assessment 9) reduced anxiety : all of which may directly or indirectly enhance student’s academic performance. The result of the study showed that rubrics enhanced students’ learning achievement and students had positive opinions towards rubric usage in Educational Assessment and Evaluation.