He Chunxiu, Zeng Jiayan, Chen Jianlin
School of English Studies, Shanghai International Studies University, Shanghai, China.
School of Education, Shanghai International Studies University, Shanghai, China.
Front Psychol. 2022 Jul 25;13:895952. doi: 10.3389/fpsyg.2022.895952. eCollection 2022.
The effectiveness of a rubric depends on how it is enacted. Although students' efforts in rubric use vary, few studies have investigated the hidden motivations when rubrics are utilized for classroom assessment. This qualitative study attempts to categorize students' effort in rubric use and identify personal differences and contextual factors influencing the effort in the EFL classroom assessment environment. A total of 79 students at a Chinese university participated in the study. The data collected included their classroom oral presentation results and nine case study informants' retrospective interviews on their processes of rubric use. Focuses were drawn upon students' perceptions and practices of rubric use throughout the task process. Totally, three types of effort patterns emerged in light of students' self-ratings and descriptions of the use. The intense kind held firm trust in rubric utility and thus utilized the rubric to develop the targeted competence throughout the whole process. The medium type either selectively followed the rubric in optional phases of the process due to their judgments of the rubric and the task. The loose type was least responsive to the rubric since their actions seemed largely affected by their self-efficacy and prior experience. Results showed that students' effort in rubric use in classroom assessment was the outcome of cognitive appraisals of a rubric, students themselves, and a task. The study highlights trait motivation and task motivation in the effectiveness of rubric use in assessment practices. Implications on rubric employment and task design are drawn to tap students' motivation for rubric use to achieve assessment for learning.
评分标准的有效性取决于其实施方式。尽管学生在使用评分标准时的努力程度各不相同，但很少有研究调查在课堂评估中使用评分标准时的潜在动机。这项定性研究试图对学生在使用评分标准时的努力进行分类，并确定在英语课堂评估环境中影响这种努力的个人差异和情境因素。一所中国大学的79名学生参与了这项研究。收集的数据包括他们的课堂口头报告结果以及9名案例研究对象关于他们使用评分标准过程的回顾性访谈。研究重点关注了学生在整个任务过程中对评分标准的认知和使用实践。根据学生的自我评价和使用描述，共出现了三种努力模式。积极型对评分标准的效用坚信不疑，因此在整个过程中都利用评分标准来培养目标能力。中间型由于对评分标准和任务的判断，在过程的可选阶段有选择地遵循评分标准。松散型对评分标准的反应最小，因为他们的行为似乎很大程度上受自我效能感和先前经验的影响。结果表明，学生在课堂评估中使用评分标准的努力是对评分标准、学生自身和任务进行认知评估的结果。该研究强调了特质动机和任务动机在评估实践中使用评分标准有效性方面的作用。得出了关于评分标准应用和任务设计的启示，以激发学生使用评分标准的动机，实现促进学习的评估。
