Rubric use has a small, statistically non-significant pooled effect on self-regulated learning (g = 0.23)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across five studies (17 effect sizes), the pooled standardized mean difference for self-regulated learning was 0.23, with a confidence interval including zero. → Panadero 2023

Evidence¶

Panadero 2023¶

Panadero, Ernesto; Jonsson, Anders; Pinedo, Leire; Fernández-Castilla, Belén. (2023). Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09823-4

q3 · i? · quant-synthesis · r2

Three-level meta-analysis of 17 effect sizes from five studies on self-regulated learning. The pooled effect of 0.23 was "small in magnitude" and not statistically significant (p = 0.156); the article still interprets it as "a positive effect of using rubrics on students' self-regulated learning."

"The overall standardized mean difference was 0.23 (SE = 0.123, t = 1.82, p-value = 0.156, 95% CI [-0.15, 0.60], 95% PI [-0.65, 1.10]), which is small in magnitude."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Using rubrics has a positive, moderate effect on students' academic performance (corrected g = 0.45; standardized mean change = 0.38) — related
• Rubric use has a small positive effect on students' self-efficacy (g = 0.18), based on only four studies — related
• Self Assessment Improves Self Regulated Learning — related
• Most moderator variables are not significantly related to rubric effects on academic performance, including rubric design specifics — related