Introduction
In the realm of education, continuous improvement is paramount,
and educators
are consistently seeking effective strategies to enhance student
achievement and
learning outcomes. One such strategy that has gained prominence
in recent years is the
use of rubrics in assessing student performance. Rubrics provide
clear and specific
criteria for evaluating student work, offering both educators and
students a transparent
framework for understanding expectations and assessing progress.
While the use of rubrics is widespread across various subjects,
its application in Mathematics holds particular significance due
to the unique challenges posed by the subject’s abstract nature
and the need for precise evaluation of mathematical reasoning
and
problem-solving skills.
In a study by Rhodes (2012), faculty on over one hundred campuses
tested the
rubrics with student work from a variety of classes and
disciplines. The rubrics were
found to be useful across the curriculum and co-curriculum for
assessing student
progress.
Additionally, Gallego-Arrufat and Dandis (2014) shared the study of integrating a rubric as an assessment learning tool in a secondary mathematics classroom in Spain. The results indicated that rubrics have the potential to enhance students’ learning and teacher’s work. Using the rubric made the students an active part in the learning process since they knew what is expected from them and worked hard to achieve the required level.
Brinkmann (2014) investigated the impact of analytic rubrics on
student mastery
performance with basic skills associated with rational numbers in
an eighth grade mathematics class. Findings from this study
indicated that when teachers provide students with corrective
feedback following a formative assessment and an opportunity to
retest, students improve their mastery of concepts, especially
with the use of rubrics. Russell (2014) cited that Ontario
teachers found that the use of rubrics support the sharing of
learning targets (goals), differentiating instruction when using
formative assessment to elementary school students.
Mphahlele (2022) explored student’s perception of using a rubric
and peer
assessment as alternative assessments in an online learning
environment. The study
aimed to demonstrate the usefulness of peer assessments with
rubrics in online learning environments to help students adopt a
deep approach to learning in online learning environments.
Livingstone and Fink (2012) shared that the rubric gives teachers more confidence in their own grading, and it gives students more confidence in the reliability of how they are being assessed, which in turn gives them confidence that they can improve their assessments. And when it comes to improvement, such a rubric allows students to see the core problem or problems on a paper. Comparing paper to paper, they can even begin to self-identify trends in need of strong correction. Youn and Chen (2021) talked about a scoring rubric, together with a test or a series of tasks, is indispensable in classroom assessment both for summative purposes and formative purposes. Teachers can adopt performance-based assessments in classrooms as a way to measure students’ learning progress in relation to complex learning outcomes. In order to maximize the unique strengths of performance assessment, it is important to remind teachers of the importance of designing and using well-designed rubrics.
Benson, et. al. (2022) cited that rubrics that include
instructional contexts and
scaffolds enable teachers to both formatively assess and
systematically differentiate
instruction for all students. This allows teachers to
meaningfully participate in science
instruction and support students in mastering critical scientific
practices and core
content.
Tashtoush et. al (2024) cited that students taking up Calculus
favored the use of
rubrics when being assessed compared to not having rubrics. They
expressed
satisfaction with the use of analytical and holistic performance
scoring rubrics in
evaluating their performance in their Calculus course. Overall,
the literature and studies underscore the importance of making
rubrics for student achievement. Rubric-based assessment has been
shown to enhance student learning outcomes, promote engagement
and motivation, support differentiated instruction, facilitate
meaningful feedback and self-assessment, and foster effective
communication between educators and students. As educators
continue to strive for excellence in mathematics education, the
use of rubrics emerges as a valuable tool for promoting student
success and fostering mathematical proficiency.
Objectives
This study compared Math Course 3 performance of students of
Terra Nova High
School SY 2023-2024 who were exposed in rubric-based assessment
and traditional
assessment method without rubrics. It aimed to:
- To examine the impact of implementing rubrics on student understanding of mathematical concepts. It aims to assess how the use of rubrics enhances students’ comprehension and application of mathematical concepts by providing clear criteria for success and guiding their learning process.
- To generate practical recommendations for educators on effectively implementing rubrics in mathematics instruction. It aims to synthesize research findings, best practices, and lessons learned from the study into actionable recommendations and guidelines for educators seeking to integrate rubrics into their teaching practice effectively.
By addressing these objectives, the study will contribute to a
deeper
understanding of the importance of making rubrics for student
achievement in math and
provide valuable insights and recommendations for enhancing
mathematics instruction
and promoting student success.
Hypothesis
This study sought to provide answers to implementing rubrics in
mathematics
instruction that will lead to a significant improvement in
students’ understanding and
application of mathematical concepts compared to traditional
assessment methods.
Methods
The methodology for this experimental research involved comparing
the
effectiveness of rubric-based assessment (experimental group)
with traditional
assessment method without rubric (control group) in improving
student achievement in
Math Course 3. By employing an experimental design, this study
aimed to provide
empirical evidence on the impact of making rubrics on student
learning outcomes and to
inform best practices in mathematics education.
Participants for this study included students in 2 Math Course 1
classes. A total
of 60 students evenly distributed between the experimental and
control groups.
Prior to the intervention, all participants completed a
pre-intervention assessment
to establish baseline measures of student achievement. Pre-tes
included a quiz
designed to measure students’ mathematical proficiency.
Then, the experimental group received a rubric-based assessment
method,
where the teacher developed and used rubrics to evaluate student
work and provide
feedback while the control group received a traditional
assessment method without rubrics. The teacher in the control
group used conventional grading practices, such as assigning
numerical scores or letter grades, without the use of rubrics.
Moreover, the intervention was implemented over the fall semester
in Math Course 3 to ensure consistency in instructional practices
and assessment procedures across both groups.
Following the intervention, all participants completed a post-intervention assessment to measure changes in student achievement in Math Course 3. Post-test mirrored the pre-test which included a quiz. This data was analyzed using statistical methods, such as t-test for single and small sample which measured the level of performance in the pretest and posttest of the students from the 2 groups, t-test for correlated samples which measured the significant mean gain of the performance of students from the 2 groups, and analysis of variance (ANOVA) one-way to compare differences in student achievement between the experimental and control groups.
Results and Discussion
The discussion of results from the experimental research on the
importance of
making rubrics for student achievement in math provided insights
into the effectiveness
of rubric-based assessment compared to traditional assessment
method without rubric.
This section examined the outcomes of the intervention and
explored the implications
for mathematics education.
The primary focus of the discussion was on comparing student
achievement
between the experimental group (rubric-based assessment) and the
control group
(traditional assessment). Statistical analysis of pre- and
post-intervention assessment
scores revealed significant differences in student achievement
between the two groups.
Specifically, students in the experimental group demonstrated
greater improvement in
mathematical proficiency compared to those in the control group.
This finding suggested
that the implementation of rubrics positively impacts student
learning outcomes in
mathematics.
Conclusion
In conclusion, the results of the experimental research highlight
the importance of
making rubrics for student achievement in math. Rubric-based
assessment proves to be
an effective strategy for enhancing student learning outcomes,
engagement, and
motivation in mathematics. By providing clear criteria for
success, facilitating meaningful
feedback, and promoting student ownership of learning, rubrics
play a valuable role in
promoting student success in mathematics education.
Recommendations
Based on the findings and conclusions of the study, the following
recommendations
were suggested:
- that rubrics be included in Math Course 3 teachers’ repertoire of teaching methods;
- that further research use a similar design to be conducted with a larger sample to further investigate the relationship between rubric-based assessment and Mathematics achievement and use assessment instruments which allow rubrics to be used during all or part of the assessment activity;
- that professional learning communities be organized by the district like workshops and trainings, to encourage the effective use of rubrics in teaching Math Course 3 as it will help students of different learning styles;
- that longer time for experimentation be used to gain more conclusive results of its effects.REFERENCES
References
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