He Xiaohua, Canty Anne
J Chiropr Educ. 2012 Spring;26(1):24-31. doi: 10.7899/1042-5055-26.1.24.
The purpose of this study was to investigate the effect of rubric-referenced self-assessment on performance of anatomy assignments in a group of chiropractic students.
Participants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, however, was also asked to perform rubric-referenced self-assessment of their assignments during their second draft. Although the comparison group was also provided with the identical rubrics for the assignments, the students in this group did not perform rubric-referenced self-assessment.
The results revealed that the students in the treatment group who used a rubric-referenced self-assessment learning tool received statistically significant higher scores than the comparison group, who did not use this rubric-referenced self-assessment tool.
This study suggests that practicing rubric-referenced self-assessment enhances student performance on assignments. However, educators continue to face the challenge of developing practical and useful rubric tools for student self-assessment.
本研究旨在调查分项评分参照的自我评估对一组整脊专业学生解剖学作业成绩的影响。
参与者（N = 259）为一年级学生，分为治疗组（n = 130）和对照组（n = 129）。两组的干预措施均包括使用评分细则完成作业初稿。教师给出一般性反馈，然后学生有机会在重新提交（第二稿）前修改作业。然而，治疗组还被要求在第二稿期间对其作业进行分项评分参照的自我评估。虽然对照组也获得了相同的作业评分细则，但该组学生未进行分项评分参照的自我评估。
结果显示，使用分项评分参照自我评估学习工具的治疗组学生在统计学上的得分显著高于未使用该分项评分参照自我评估工具的对照组。
本研究表明，进行分项评分参照的自我评估可提高学生的作业成绩。然而，教育工作者在开发实用的学生自我评估评分细则工具方面仍面临挑战。
