Abstract
This research presents the possibility of transformation of learners' conception of learning by practicing learner's evaluation based on the conception of constructivist learning. Specifically, we run experimental classes using different rubrics for open-ended and closed-ended tasks. We analyze empirically the effect of using rubric on constructivist learning.Result show that, (1) according to learning task, goal orientation characteristic to the learner is changed. In some cases, it would suppress the transformation of learners' conception of learning. However, the use of the rubric allows to directly induce the transformation of learners' conception of learning. (2) In the open-ended task, the transformation of the conception of constructivist learning promotes the use of cognitive strategies and self-regulation strategies including meta-cognitive strategies, and enhances the learning task performance. (3) Finally, open-ended task, joined with the learner's creation of rubrics, increases the intrinsic value of constructivist learning and improves motivation.
