Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context



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Using rubrics in student self-assessment


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Download by: New York University]
Date: 06 December 2016, At 19:23
Assessment & Evaluation in Higher Education
ISSN: 0260-2938 (Print) X (Online) Journal homepage http://www.tandfonline.com/loi/caeh20
Using rubrics in student self-assessment: student
perceptions in the English as a foreign language
writing context
Weiqiang Wang
To cite this article: Weiqiang Wang (2016): Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context, Assessment & Evaluation in
Higher Education, DOI: 10.1080/02602938.2016.1261993
To link to this article http://dx.doi.org/10.1080/02602938.2016.1261993
Published online 28 Nov Submit your article to this journal Article views View related articles View Crossmark data

Assessment & evAluAtion in HigHer educAtion, 2016
http://dx.doi.org/10.1080/02602938.2016.1261993
Using rubrics in student self-assessment: student perceptions in
the English as a foreign language writing context
Weiqiang Wang school of english for international Business, guangdong university of Foreign studies, guangzhou, china
ABSTRACT
The instructional value of rubrics for promoting student learning and aiding teacher feedback to student performance has been extensively researched in th educational literature. There is, nonetheless, a dearth of studies on students rubric use in second/foreign language contexts, and fewer studies have investigated the factors affecting rubrics effectiveness for promoting student learning. The paper reports a classroom-based inquiry into students perceptions of rubric use in self-assessment in English as a Foreign Language context and the factors moderating its effectiveness. Eighty students at a Chinese university participated in the study. The data collected included their reflective journals and six case study informants retrospective interviews. Results showed that the rubric was perceived as useful for fostering the students self-regulation by guiding them through the stages of goal-setting, planning, self-monitoring and self-reflection. Both within-rubric and rubric- user factors were identified as affecting the rubric’s effectiveness in student self-assessment. The findings are discussed with reference to the design features of rubrics. Implications are drawn for formative rubric use in student self-assessment.

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