• SWATI ARORA

The student centered learning environment is effective when the learners are given comprehensive, objective, and constructive feedback about their assignments, projects and academic papers. The evaluation rubric acts as a scoring guide that explains the goals of learning and the aspirations of performance to the students. Thus the students must have information about the criteria for good quality of work. In support of this an interventional study was conducted to assess the level of awareness of higher secondary learners in regards to rubrics on the basis of their Socio-Economic status. The socio-economic context of the learners was analyzed with the help of Kuppuswamy Socio-Economic Scale (SES). A self-made standardized rubric awareness scale was used to collect data from the learners. It contains 50 items in 5-point Likert Scale. An experimental pre-test and post-test equivalent group design was used for this purpose. A total of 152 students were selected from six different schools. The control group and the experimental group contained 76 students each. A pretest was conducted on both the groups and the scores were recorded. The intervention was given to the experimental group through different kinds of activities like group discussion, workshops, poster presentations, seminars and debate. The control group received no such training. After the intervention the post-test was conducted in both the groups and the scores were recorded. The scores were calculated by Standard Deviation (SD), Mean and t-test. The results showed a significant difference on the effect of intervention on the level of awareness of higher secondary learners. There was no significant difference on the effect of intervention on the level of awareness of boys and girls. A significant difference was noted on the effect of intervention on the level of awareness of learners from high SES and low SES about rubrics. The urban students had more exposure to the rubric related awareness compared to rural students.

Intervention, Rubrics, Higher Secondary Learners, Socio Economic Status

"Effect of Intervention on the Level of Awareness of Higher Secondary Learners about Rubrics on the Basis of Socio-Economic Status", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.7, Issue 7, page no.156-158, July-2020, Available :http://www.jetir.org/papers/JETIR2007315.pdf

"Effect of Intervention on the Level of Awareness of Higher Secondary Learners about Rubrics on the Basis of Socio-Economic Status", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.7, Issue 7, page no. pp156-158, July-2020, Available at : http://www.jetir.org/papers/JETIR2007315.pdf