Formative assessment and feedback play important roles in empowering students as self-regulated learners in the higher education context. This study aimed to investigate the use of a rubric as a self-assessment tool which could generate intrinsic feedback to promote learning outcomes related to information literacy. We collected data from 584 Thai undergraduate students who enrolled in six sections of a general education course on information literacy skills. The researchers treated three sections as the control group and three sections as the experimental group. Only students in the experimental group took part in a formalized classroom activity based on using the course rubric as a tool for self-assessment. The results from the quasi-experimental study revealed that using a rubric as a self-assessment tool increased students’ self-efficacy in information literacy, which were measured in terms of “information search,” “information evaluation,” “information processing,” and “information communication and dissemination.” Our findings have important implications for the development of self-efficacy in information literacy.
All Science Journal Classification (ASJC) codes
- Clinical Psychology