Rubric-Based Feedback Assessment to Improve Seventh Graders’ Mathematics Achievement

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Evolving Strategies in Mathematics Education: Assessment, Intervention, and Achievement (Table 11)

Abstract

Rubric-based assessment is used to break down an assessed task into separate components/criteria, by evaluating each criterion separately through assigning levels to each criterion. This study aimed to develop analytic rubrics to improve seven graders’ mathematics achievement by comparing the students’ achievement with and without using rubric-based feedback. The rubrics were constructed using aspects: (1) three levels of Bloom's taxonomy (knowing, applying, reasoning), logical reasoning and problem-solving. In the implementation and evaluation phase, the analytic rubric quality was examined using Akker’s product/prototype quality criteria: (1) content validity, (2) reliability, and (3) practicality/usability. The results showed a significant effect of analytic rubric-based feedback on students' achievement as well as the gradual change in achievement of every student throughout the experimental study.

Authors

• Mubashara Akhtar, Lahore College for Women University

• Atif Khalil, University of Waikato

• Safa Ashraf, Lahore College for Women University Lahore