Why do you want to co-create rubrics?: relationship between co-created rubrics, student motivation, self efficacy, and achievement

The effect of implementing co-created rubrics on students' self-efficacy, or the belief they can succeed, and motivation was investigated. Action research was combined with quantitative tests to measure students' levels of self-efficacy, intrinsic motivation, and extrinsic motivation in two fourth grade classrooms in an urban school located in southern California. Students co-created two rubrics with the teacher, one for a social studies writing activity, and another for a math graphing activity. Students utilized co-created rubrics to plan their work, monitor their progress, and evaluate their work. Results demonstrated a positive shift from extrinsic to intrinsic orientation within the classroom. Over fifty percent of students were able to accurately evaluate their progress without assistance from the teacher. Relationships between gifted and talented students, English language learners, and TITLE I students who were below grade level standards, were examined to draw conclusions. Implications for future study include providing more accurate feedback and direct instruction to guide students in writing goals and self-reflections.