The Effects of Designing a Rubric and Self-Evaluation

Focusing on Internalization of Autonomous Motivation

Abstract

This study aims to examine the effects of the designed course of lectures on internalization of autonomous motivation. The lectures consisted of four steps. Step1: students conceived evaluation items and evaluation criteria of the rubric that will be used in OSCE (i.e., practical skill test for simulated patients); Step2: students did the self-learning using the rubric; Step3: students performed self-evaluation of the recorded OSCE; Step4: students received the teacher’s evaluation instructions. In Study1, the autonomous motivation of 37 students was measured before and after the lectures; the results were analyzed quantitatively. For lower self-determination students, the RAI (i.e., index of autonomous motivation) increased marginally, and identified regulation increased significantly. Thus, the lectures facilitated internalization of autonomous motivation marginally and identified regulation significantly. In Study2, semi-structured interviews were conducted with 4 students; the results were analyzed qualitatively using SCAT (i.e., qualitative analyses for small-scale data). Three factors were identified as having an effect on the facilitation of identified regulation: (1) presenting the easy-to-read rubric conceived by students; (2) self-evaluation observing own skills video; and (3) the teacher’s evaluation instruction after self-evaluation.