Self-assessment through rubric as a self-regulation tool in learning scientific-academic writing
OLGA ARIAS GUNDÍN
COORDINATOR
SYMPOSIUM SPEAKERS
- Olga Arias Gundín
- Mª Lourdes Álvarez Fernández
- Sara Real Castelao
- Leticia Flórez Marcos
- Laura Algorri Diez
Short CV
Dr in Psychology and Education Sciences and Senior Lecturer in Developmental Psychology and Education at the University of León. She is a member of the Research Group on Cognition and the Learning of Writing and Reading at the University of León (CAEL Group), recognised as a Consolidated Research Unit by the Government of Castilla and León (UIC 309). She has been the Coordinator of the Teaching Innovation Group on Teaching and Learning at the University of León (IDEA Group) since its establishment in 2014. Her research focuses on writing, with three main lines of enquiry: i) prevention and early detection of learning difficulties in writing; ii) instruction to improve writing in the university context; and iii) assessment and instruction in the processes and strategies involved in text revision. She has published impactful research and presented numerous papers at national and international conferences (ORCID Code: 0000-0002-7371-355X).
Symposium abstract
Writing plays a very important role both in the academic sphere of students and in their personal development and future professional prospects (Harris and McKeown, 2022; LOMLOE, 2020; OECD, 2019). Therefore, it is crucial that, in the university setting, the strengthening of students’ written communication skills is encouraged, helping them to recognise that this ability is essential not only for their academic success but also for their integration and advancement in the labour market. Furthermore, it is important to promote self-regulated learning, fostering the competence of “learning to learn” and supporting the development of skills that facilitate lifelong learning. This symposium first examines whether self-assessment through rubrics is influenced by the task performed and evaluated, specifically the summary and the infographic. Secondly, it investigates whether students who align their self-assessment more closely with the task undertaken are those who show the greatest improvement in the quality of the summaries they will subsequently produce. In this way, we can confirm that when students are aware of the problems/shortcomings they face, they are able to improve and/or correct them, which will allow us to tailor the teaching-learning processes to the needs of each of our students, while also enabling them to enhance their ability to learn how to learn.