Exploring Middle School Students’ Use of Scoring Rubrics for Improving English Writing
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The present study examines whether the use of a scoring rubric in writing instruction improves the writing performance of young inexperienced EFL learners. To explore the impact of different pedagogical assistances on students’ rubric use, 30 Korean middle school students were divided into two groups. One group was provided with a scoring rubric to study by themselves while the other group was given teacher instruction and modelling regarding how to use the rubric. Both groups performed the rubric-referenced assessment and revision of their initial English writing. In addition, four participants were invited to participate in teacher-guided revision conferences and their accounts explaining their understanding and use of the criteria in the rubric were analyzed. The results showed that providing a scoring rubric for students’ own use or giving one-time instruction of how to use it were both limited in helping these middle school students significantly improve their English writing. Pedagogical implications are provided along with the study’s limitations.
Abstract
The present study examines whether the use of a scoring rubric in writing instruction improves the writing performance of young inexperienced EFL learners. To explore the impact of different pedagogical assistances on students’ rubric use, 30 Korean middle school students were divided into two groups. One group was provided with a scoring rubric to study by themselves while the other group was given teacher instruction and modelling regarding how to use the rubric. Both groups performed the rubric-referenced assessment and revision of their initial English writing. In addition, four participants were invited to participate in teacher-guided revision conferences and their accounts explaining their understanding and use of the criteria in the rubric were analyzed. The results showed that providing a scoring rubric for students’ own use or giving one-time instruction of how to use it were both limited in helping these middle school students significantly improve their English writing. Pedagogical implications are provided along with the study’s limitations.
참고문헌 (26)
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