Thesis

The Effect of rubrics on students' quality of work on social studies assignments

This study aims to answer three questions about the effect of using rubrics in
 a classroom. The main question is: How does using rubrics affect students’ quality of
 work on social studies assignments? This main question influenced the creation of two
 sub-questions. The first is: How does the use of rubrics affect the amount of questions
 that students ask their teacher about the criteria for social studies assignments? The second
 is: When using rubrics, which students experience a difference in the quality of
 their work? The data collection process took place in a 5th grade classroom at a school
 in rural northern California. Basic findings concluded that using rubrics positively affects
 the quality of student work. Of the 24 students who participated in this study, 21
 students had an increase in their quality of work when they used rubrics. The use of rubrics
 also affects the number of questions that students ask about criteria on assignments; 23 of 24 students believe that using a rubric helped them to understand an
 assignment and ask fewer questions about the assignment criteria. Students who had
 performed at a low quality of work saw the most impact from using rubrics. Those students
 who were performing at a high level of quality without a rubric also performed at
 that level on rubric-based assignments.

This study aims to answer three questions about the effect of using rubrics in a classroom. The main question is: How does using rubrics affect students’ quality of work on social studies assignments? This main question influenced the creation of two sub-questions. The first is: How does the use of rubrics affect the amount of questions that students ask their teacher about the criteria for social studies assignments? The second is: When using rubrics, which students experience a difference in the quality of their work? The data collection process took place in a 5th grade classroom at a school in rural northern California. Basic findings concluded that using rubrics positively affects the quality of student work. Of the 24 students who participated in this study, 21 students had an increase in their quality of work when they used rubrics. The use of rubrics also affects the number of questions that students ask about criteria on assignments; 23 of 24 students believe that using a rubric helped them to understand an assignment and ask fewer questions about the assignment criteria. Students who had performed at a low quality of work saw the most impact from using rubrics. Those students who were performing at a high level of quality without a rubric also performed at that level on rubric-based assignments.

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