Exploratory tests found no significant interaction between receiving a rubric and learners' task performance on self-assessment accuracy or cognitive load¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Exploratory moderation analyses found no significant condition × task-performance interaction for any accuracy or cognitive-load measure. → Rebecca Krebs 2022
Evidence¶
Rebecca Krebs 2022¶
Rebecca Krebs, Björn Rothstein, Julian Roelle. (2022). Rubrics enhance accuracy and reduce cognitive load in self-assessment. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09302-1
q3 · i? · causal · r2
Exploratory moderation analyses testing whether rubric effects depended on overall abstract-writing performance; interactions were non-significant for absolute accuracy, bias, relative accuracy, and both load measures. A non-significant interaction in one sample and one task does not establish that the rubric's benefits are independent of task performance.
"For none of the accuracy measures, however, the interaction between condition and learners' overall performance in writing the abstracts was statistically significant, F(1, 88) = 1.50, p = 0.224, ηp2 = 0.01 for absolute accuracy"
Discussion¶
Related Claims¶
- The reduction in perceived difficulty does not mediate the benefits of rubrics on self-assessment accuracy — related
- The benefits of rubrics on self-assessment accuracy do not depend on the inferential level of the assessment criteria — related
- Cognitive load showed no significant mediation of the effects of navigation features or self-explanation prompts on video learning outcomes — related
- Providing a rubric during self-assessment improves the absolute accuracy of high school students' self-assessments of written scientific abstracts — related
- Example quality does not significantly moderate the effects of the standards on judgment accuracy when aggregated across concepts — related
- Providing a rubric does not significantly improve relative accuracy of self-assessment across criteria — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
rubric-benefits-independent-of-task-performance |
title |
Exploratory tests found no significant interaction between receiving a rubric and learners' task performance on self-assessment accuracy or cognitive load |
description |
Exploratory tests found no significant interaction between receiving a rubric and learners' task performance on self-assessment accuracy or cognitive load |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rebecca-krebs-2022 |
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