Ayudas instruccionales a la autoevaluación y la autorregulaciónevaluación de la eficacia de los guiones de autoevaluación frente a la de las rúbricas

Resumo

Abstract This thesis investigates the effect of promoting self-assessment through the use of rubrics and self-assessment scripts on self-regulation, learning and self-efficacy. The theoretical chapter starts with a revision of different self-regulation theories, followed by an analysis of the process and acquisition of self-regulation, finishing with a revision of the state of the art in self-assessment, an explanation of the phenomena and what are the instructional conditions that favour its implementation. The empirical part of the dissertation is composed of four studies; three of them study the effect of training self-assessment on self-regulation, learning and self-efficacy using different samples and methodologies. The fourth study carries out the validation of the self-regulation questionnaire designed for this intervention. In the first study, 120 Secondary Education students were trained on analysing landscapes with an experimental design with three independent variables (process/performance instructions x self-assessment instruments -control/rubric/script- x mastery/performance feedback). The participants belonged to one of twelve possible conditions based on its design (2x3x2). Self-regulation was measured through questionnaire and thinking aloud protocols. Results showed that the use of scripts enhanced self-regulation over rubrics and the latter over the control group and, also, that the use of the two self-assessment instruments increased learning over the control group. However, most interactions were not significant. In the second study, 69 Teacher Program students were trained on multimedia material design using rubrics and self-assessment scripts during a semester. The classroom groups were assigned to one of three conditions (control, rubric or script). Results showed that students using script had advantages in their self-regulation and that the rubric group had a higher gain than the control group. No significant effects were found in performance, and a tendency was observed for students using the self-assessment instruments having higher self-efficacy. In the third study, 85 first year Psychology students were trained in summarizing and designing conceptual maps using rubrics and self-assessment scripts during a semester. The classroom groups were assigned to one of two conditions (rubric or script). Results showed that the script group maintained the same level of self-regulation while self-regulation decreased for the rubric group, except for positive results for the use of the rubrics in one scale. Moreover, the rubric condition outperformed the script condition in performance and not significant differences were found for self-efficacy. Students preferred using rubrics and reported that they focus more on learning when using that self-assessment instrument. In the fourth study, the psychometric quality of the Self-Regulatory Messages Questionnaire (SRM-Q) was analyzed using a sample of Secondary Education students (n = 705). The exploratory factor analysis results pointed out to a structure based on two second-order scales named Learning Self-Regulation (LSR) (¿=.90) and Performance-Avoidance Self-Regulation (PASR) (¿=.88). A first regression analysis using as predictors the second-order factors of the SRM-Q and measures of goal orientations and expectancies, and having as criterion a measure of classroom motivational climate (CMC) showed that both factors have significant weight as predictors. A second regression analysis using the same predictors plus the CMC-score, and as criterion a measure of perceived change in learning self-regulation showed that the CMC was the main variable predicting such change, that seem not be associated to the SRM-Q scales. In the last chapter, the main results of this dissertation are presented and discussed. In general terms, the use of scripts and rubrics seem to enhance self-regulation and learning over control groups in interaction with other variables that are discussed. Also, the use of scripts seems to have some advantages on the students¿ self-regulation over the use of rubrics. Limitations and future lines of work are also discussed.