Impacts of Formative Rubrics on Secondary Mathematics Self-efficacy: A Quasi-experimental Study in Zambia

Abstract

Rubrics have the potential to support student learning through transparency of learning outcomes and formative feedback. However, their value in improving mathematics self-efficacy is contradictory and is significantly biased towards higher education students. Therefore, this study investigated the impacts of using rubrics for formative assessment on mathematics self-efficacy of secondary students when learning quadratic equations in one rural district, Zambia. Using a quasi-experimental design, six grade eleven classes (n=149) from three secondary schools were selected at random, along with their teachers. Students from three classes were randomly assigned to experimental groups (n = 78) and used rubrics to obtain formative feedback that encouraged self-assessments for six weeks in the second term of 2024. The other three comparison groups (n = 71) implemented the same formative assessment practices without rubrics. The teachers used the formative feedback to differentiate effective teaching and learning approaches and to revise ineffective ones to promote students’ learning. Self-efficacy questionnaires were used to collect the data from students, and mixed model ANOVA with repeated measures was performed using SPSS v.25. The results showed that secondary students who used rubrics for formative assessment significantly improved their self-efficacy in quadratic equations over time more than those who did not use rubrics, . Therefore, by providing transparent learning outcomes, timely feedback on strengths and weaknesses and supporting self-assessment, using rubrics as assessment tools is especially beneficial for improving secondary students' self-efficacy in mathematics. Effective training of students in formative rubrics remains equally crucial.