Effects of Using Rubrics on the Learning Achievement of Students in Educational Assessment and Evaluation

Abstract

The quantitative study was designed to examine the learning achievement and the opinions of the freshmen students towards rubric usage in Educational Assessment and Evaluation module. The study was experimental research and used two groups: pre-test-post-test design. The study was carried out in one of the colleges under the Royal University of Bhutan with 120 students from 4 sections of first year. 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 and survey questionnaire were used to collect the data. 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 signifi cance, mean and standard deviation. The data analysis of test scores revealed that the overall mean for the post-test for the control group was 19.67 and for the experimental group was 25.4,which indicated that the learning achievement of the students who were taught using rubrics was higher than the students who were taught using a traditional method. The overall mean for survey questionnaire was 4.76 out of 5, which showed that students in the experimental group had positive opinions towards rubric usage in Educational Assessment and Evaluation. The fi ndings showed that rubrics enhanced students’ learning achievement and they had positive opinions towards rubric usage in Educational Assessment and Evaluation.> less than 0.05 level of signifi cance, mean and standard deviation. The data analysis of test scores revealed that the overall mean for the post-test for the control group was 19.67 and for the experimental group was 25.4,which indicated that the learning achievement of the students who were taught using rubrics was higher than the students who were taught using a traditional method. The overall mean for survey questionnaire was 4.76 out of 5, which showed that students in the experimental group had positive opinions towards rubric usage in Educational Assessment and Evaluation. The fi ndings showed that rubrics enhanced students’ learning achievement and they had posi[1]tive opinions towards rubric usage in Educational Assessment and Evaluation.