Using Rubrics to Communicate Unit Learning Goals to 6th Grade Science Students Jodine Tolentino

Research Question: How does the use of rubrics in 6th grade sciences classes increase student academic achievement and motivation?

Literature Review Students that self-assess work show growth in achievement and motivation (Ross, 2006). Providing specific expectations allows specific feedback to be provided, which increases student motivation and achievement (Marzano, 2006).

Methodology Participants: 109 6th grade science students in a diverse Southern California middle school. Design: quantitative research study Compare achievement with motivation surveys 2 science units were taught -Earthquake Unit (NO rubric provided) -Volcano Unit (rubric provided) Instruments: Quizzes, Unit Tests, Motivation Surveys for each unit and a Unit Rubric for Volcano Unit

Methodology  Surveys: Likert Scale ranging from =Really Disagree2 = Kind of Disagree 3 = Kind of Agree4 = Really Agree  Rubric: communicate learning goals for unit to students.  Scoring: ranges from Score is based on what the student proves they learned through assessments. -Level 2: “ knowledge ” based material -Level 3: “ reasoning ” & “ skill based material

Findings: Achievement ** *Increase in academic achievement appeared between the unit quizzes, NOT the Unit Tests.

Findings: Motivation  No significant increase in student motivation with the use of rubrics.  However, students did “ Kind of Agree ” on these motivation survey statements: -Clear expectations for each assignment made me work harder toward my specific learning goal. (mean =2.90; mode = 3) -I will do better on this unit test [Volcano Unit] than the last unit ’ s [Earthquake Unit]. (mean = 3.18; mode 3)

Recommendations  Provide rubrics to communicate expectations.  Guide students to use rubric as as a self- assessment tool.  Use rubrics to provide peer-to-peer feedback as well as teacher feedback.  Allow for revision of assignments.