2004 Student Research Conference:
17th Annual Student Research Conference


How Rubrics as a Form of Self-Assessment Affect Student Questioning
Laura M. Dale♦
Dr. Wendy Miner, Faculty Mentor

This study investigated the affect that rubrics as a form of self-assessment have on the level of student questioning of second-graders. The cognitive level of questioning for each student was assessed at the beginning of a social studies unit based on a KWL chart. A rubric was introduced during Literacy Workshop for students to use to self-assess their work as they wrote a fairy tale as part of the literacy curriculum. After completing their first draft, students conferenced with the researcher to discuss where they were performing on the rubric and what improvements needed to be made. Students conferenced with the researcher again after completing their final draft to show where they had progressed. Upon completion of the social studies unit, student questions were assessed on Bloom’s Taxonomy to determine if there was evidence to suggest that the use of rubrics affected the cognitive level of student questions.

Keywords: rubrics, self-assessment, student questions, Bloom's Taxonomy


Presentation Type: Oral Paper

Session: 1-3
Location: OP 2115
Time: 9:00

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