Volume 5, Issue 1: Covill Abstract Fifty-six college students enrolled in two sections of a psychology class were randomly assigned to use one of three tools for assessing their own writing:
Volume 5, Issue 1: Covill Abstract Fifty-six college students enrolled in two sections of a psychology class were randomly assigned to use one of three tools for assessing their own writing: Students used their assigned self-assessment tool to assess drafts of a course-required, five-page paper.
There was no effect of self-assessment condition on the quality of students' final drafts, or on students' self-efficacy for writing. However, there was a significant effect of condition on students' writing beliefs and practices, with long rubric users reporting more productive use of self-assessment than students using the open-ended tool.
In addition, across conditions, most students reported that being required to assess their writing shaped their writing practices in desirable ways. When students write in a disciplinary-specific way, they learn more about the discipline and they deepen their understanding of course material Newell, For teachers, the challenge is to support students' writing in a meaningful way that is also practical given typical college class sizes of thirty or more students.
In most cases, class size dictates that students need to have tools to help themselves create quality writing; typically the teacher cannot provide extensive, individual writing support to each student in his or her class.
Another best pedagogical practice is using methods that are supported by research. A commonly recommended method of supporting student writing at all levels of education is to provide students with an instructional writing rubric. A writing rubric contains a list of criteria that are relevant to producing effective writing Andrade, Instructional rubrics "help students understand what is wanted on an assignment, help students understand what a quality Proponents of the use of rubrics believe they are useful at all levels of schooling, including at the college level Quinlan, The number of criteria contained in rubrics varies.
Most rubrics include six or seven criteria see, e. Popham recommends the inclusion of three to five criteria, arguing that lengthy, highly detailed rubrics are impractical. The present study examines the possibility that providing students with an instructional rubric, i.
Both social cognitive theory and cognitive theory can be used to explain how the use of rubrics might enhance writing performance. In brief, according to social cognitive theory, rubrics could boost a writer's self-efficacy, thereby boosting motivation and writing performance.
According to cognitive theory, use of a rubric might improve writing performance because a rubric may facilitate cognitive processing while writing. Theoretical Framework Social Cognitive Theory Bandura proposed a social cognitive theory in which "human functioning is explained in terms of" interactions among "behavior, cognitive and other personal factors, and the environment" p.
An important "cognitive factor" is perceived self-efficacy, or one's "judgment of one's capability to accomplish a certain level of performance" on a task Bandura,p.
According to Bandura, perceived self-efficacy plays a large role in motivation, perseverance, and consequently, performance.Rubric. In order to successfully complete this assessment, a submitted journal must reach “Meets or Exceeds Expectations” in all categories. Diary entry thoroughly focuses on character's feelings regarding the events they are involved in.
4 Diary entry clearly focuses on character's . Grading Rubric for Writing Assignment. Your professor may use a slightly different rubric, but the standard rubric at AUR will assess your writing . Most of the diary is related to the assigned topic.
The diary wanders off at one point, but the reader can still learn something about the topic. Some of the diary is related to the assigned topic, but a reader does not learn much about the topic.
RUBRIC FOR EVALUATING WRITING THAT REQUIRES CRITICAL READING AND ANALYSIS (CONTINUED – THESE CATEGORIES ARE OPTIONAL FOR INFORMAL ASSIGNMENTS) Category Low Scores 1 or 2 Average Score 3 High Scores 4 or 5 4. Organization Moves in unpredictable sequence. Lacks progression from start through middle to end.
Paragraphs unpredictably structured. Diary entry thoroughly focuses on character's feelings regarding the events they are involved in. 4 Diary entry clearly focuses on character's feelings regarding the events they are involved in.