Point Values on Scoring Rubrics Influence Self-Regulated Learning for STEM Material

Abstract

We examined whether point value information on a scoring rubric influences learners’ study time and concept selection when learning educationally relevant STEM information. Participants (N = 92) engaged in the self-regulated study of five concepts in mineral formation—geological processes, inorganic substances, compounds, elements, and crystalline solids—while having access to a scoring rubric that contained varying point values (concepts were worth 12, 8, or 4 points), uniform point values (all concepts were worth 8 points), or no point values for each concept. Participants chose how long to study and how many times to study each of the concepts. Concepts were selected for study more times when they were high-value than low-value on a grading rubric, an effect that was stronger for some concepts relative to others. Concepts were also studied slightly longer when they were high-value compared to low-value on a rubric. Our findings are consistent with value-directed remembering and agenda-based regulation and suggest that learners can use scoring rubrics to guide their decisions during learning.