Impact of Rubric-based Self-Assessment on Pupils’ Abilities to Self-Regulate Their Learning in English Classes

Abstract

　　This study examined the effects of self-assessment using rubrics on students’ ability to self-regulate their learning in English classes. A total of 254 fifth- and sixth-grade students participated in the study. The researcher taught a seven-hour unit about giving a presentation in English at an elementary school. At the beginning of the unit, participants received a self-assessment card featuring rubrics. They then prepared their own presentations by referring to the rubric-based self-assessment card. Following the presentations, participants self-assessed their work using the rubrics provided. A questionnaire assessing pupils’ abilities to self-regulate their learning was administered before and after the unit. The findings revealed that fifth- and sixth-grade students already possessed basic self-regulation skills. Participants reported higher self-regulation abilities after the lessons. Notably, fifth-grade students showed greater improvements in learning self-regulation. This study indicates that rubric-based self-assessment might improve students’ ability to self-regulate their learning in English classes at the elementary level.