Rubric-based formative assessment to support students’ learning of organic chemistry in the selected secondary schools in Rwanda: A technology-based learning

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“…Nsabayezu, et al ( 2022a) stressed that through the use of rubrics, the students comprehended instructors' expectations, their learning was improved, as well as knowledge retention was also greater than before. The rubric is crucial in this twenty-first century for self-oriented learning and students' selfassessment of the planned learning achievement (Nsabayezu et al, 2022b). The findings in this study are also in the same view as the findings of the study conducted by , who questioned 14 students after they utilized rubrics in class for solving tasks.…”

O uso de rubricas na educação básica: Revisão e recomendações

“…Three of the 4 studies that looked at the association between rubric use and student motivation found positive outcomes (Hsia et al, 2016;Nsabayezu, 2022;Smit it al., 2017), and the fourth found no difference (Liu et al, 2016). The in a quasi-experimental study that for students who participated in online peerassessment, self-efficacy for peer-assessment, especially for evaluating peers' work and for receiving peers' feedback, was related to performance.…”

“…Smit et al (2017) used a quasi-experimental design and showed, with causal modeling, that rubric use had a direct effect on students' perceptions of their peer-and self-assessment skills and formative feedback, as well as indirect effects on both self-efficacy and self-regulation. In a descriptive case study, Nsabayezu (2022) reported students expressed general satisfaction and motivation for rubric use.…”

Perception of the Continuous Professional Development Programs among Secondary School Heads and Teachers of Biology in Gicumbi, Rwanda

“…Learning, according to the constructivist viewpoint, is a process of meaningmaking and knowledge production rather than passive information intake (Apple, 2001). During the biology teaching and learning process, the instructor must provide a cooperative classroom atmosphere where participants have the means and chance to build new understanding by combining experiences from many sources (Nsabayezu et al, 2022c;(Nsabayezu et al, 2022d) Training is required to advance teachers' subject knowledge to provide effective facilitation throughout instruction delivery. The constructivism theory is dealt with CPD training given to Biology secondary teachers since it enhances teachers' subject matter in Biology based on their prior training or experience.…”