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Introduction:

Rubrics are a valuable assessment tool used in educational settings to provide clear criteria for evaluating student work and providing feedback. Traditionally, rubrics are created by teachers or instructors to assess student performance. However, recent research has highlighted the benefits of involving students in the generation of rubrics as a way to enhance their understanding of assessment criteria and promote self-regulation.

This study aims to investigate the impact of student-generated rubrics on assessment and self-regulation. By involving students in the creation of rubrics, we seek to explore how this process can empower students to take ownership of their learning, develop a deeper understanding of assessment criteria, and improve their self-regulation skills.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Theoretical framework of assessment and self-regulation
2.2 Traditional vs. student-generated rubrics
2.3 Benefits of involving students in rubric generation
2.4 Impact of student-generated rubrics on student learning outcomes
2.5 Factors influencing the effectiveness of student-generated rubrics
2.6 Current practices and trends in student involvement in assessment
2.7 The role of self-regulation in student learning
2.8 Relationship between assessment and self-regulation
2.9 Criticisms and challenges of student-generated rubrics
2.10 Gaps in the existing literature

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Instrumentation
3.6 Ethical considerations
3.7 Pilot study
3.8 Data validation
3.9 Limitations of the study
3.10 Summary

Chapter 4: Discussion of Findings
4.1 Analysis of student-generated rubrics
4.2 Impact on assessment outcomes
4.3 Influence on self-regulation skills
4.4 Comparison with traditional rubrics
4.5 Student perceptions and feedback
4.6 Implications for practice
4.7 Recommendations for future research
4.8 Conclusion

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Contributions to the field
5.3 Implications for educators and policymakers
5.4 Recommendations for practice
5.5 Limitations of the study
5.6 Directions for future research
5.7 Conclusion

Thesis Overview:

The impact of student-generated rubrics on assessment and self-regulation is a key area of interest in educational research. This study aims to explore the benefits of involving students in the creation of assessment criteria and its impact on student learning outcomes and self-regulation skills. The thesis will consist of five chapters that will provide a comprehensive analysis of the topic, including a thorough literature review, research methodology, discussion of findings, and conclusion.

In Chapter 1, the introduction will provide an overview of the study, including background information, problem statement, research objectives, limitations, scope, significance, structure of the thesis, and definition of terms. Chapter 2 will present a detailed literature review on assessment, self-regulation, traditional vs. student-generated rubrics, benefits, challenges, and gaps in the existing literature.

Chapter 3 will outline the research methodology, including the design, participants, data collection methods, analysis procedures, instrumentation, ethical considerations, pilot study, data validation, limitations, and summary. Chapter 4 will discuss the findings of the study, including the analysis of student-generated rubrics, impact on assessment outcomes, self-regulation skills, comparison with traditional rubrics, student perceptions, implications, recommendations, and conclusion.

Finally, Chapter 5 will provide a conclusion and summary of the thesis, highlighting key findings, contributions to the field, implications for practice, recommendations, limitations, directions for future research, and a concluding statement on The impact of student-generated rubrics on assessment and self-regulation.

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