Using Rubrics to Enhance Accuracy of Peer Assessment and Self-Judgment in Biology Learning

Abstract

This study investigated the potential of rubrics to enhance science learning outcomes and the accuracy of peer and self-assessments. We randomly divided 230 upper-secondary students from nine classrooms in public schools into two groups: rubric and non-rubric groups. The research concentrated on five open-ended items pertaining to cell biology and applied a pretest-posttest design. The students participated in online peer assessment activities, including independently scoring and providing feedback for five unique responses per question. The findings revealed that both groups displayed (1) a notable correlation between peer and expert scores and (2) learning improvement, with the rubric group outperforming the non-rubric group in terms of effect size, and that (3) male students in the rubric group demonstrated a significant reduction in overconfidence, although the regression results suggested that gender did not influence the learning outcomes. This research supports the claim that rubrics can elevate formative assessment by enhancing learning outcomes and facilitating more reliable judgments.