Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education



First Advisor

Grace Vos


Curriculum and Instruction


The action research study was conducted in a public high school in an upper secondary classroom setting; three classes were included, with 91 students from a variety of backgrounds. This investigation was intended to examine how the rubric used as a formative peer-evaluation tool and self-evaluation tool affect student confidence in understanding assignment expectations and overall objective achievement. Baseline data was collected, regarding students’ initial understanding of the assignment expectations. Peer-evaluation and self-evaluation data was collected. After the peer and self-evaluation data was collected, students participated in a post-survey. Both data regarding understanding of assignment expectations, and overall objective achievement, were collected. The results showed an increase in student understanding of assignment expectations after the completion of the peer-evaluation and self-evaluation processes. The data also revealed that with the completion of peer-evaluation and self-evaluation, using the summative assignment rubric, students showed an increase in overall mastery of the assignment objectives.