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

Document Outline

• Abstract
• Introduction
• Studiesonformativerubricuse
• Methodology
  • Contextofthestudy
  • Participants
  • Materialsandinstruments
    • Ateacher-tailoredrubricanditstrainingmanual
    • Studentreflectivejournals
    • Interviewquestions
  • Datacollection
  • Dataanalysis
• Results
  • RQ1.Howdidstudentsperceivetherubric’sroleinself-assessment,especiallyinrelationtotheirself-regulatedlearningofwriting?
    • Forethoughtstage:guidingstudentstosetgoals
    • Performancestage:cultivatingstudents’self-monitoringhabits
    • Self-reflectionstage:aidingstudents’self-feedbackandself-grading
  • RQ2.Whatfactors,ifany,wereperceivedbythestudentsasaffectingtherubric’seffectivenessinself-assessmentintheEFLwritingclass?
    • Factor1:coverageandstructureoftherubric
    • Factor2:descriptorsofperformancequality
    • Factor3:scorerange
    • Factor4:domainknowledgeaboutwriting
    • Factor5:lengthofintervention
• Discussionandimplications
  • Coverageofcategoriesandstructure
  • Qualityleveldescriptorsandscorerange
  • Rubricusers’domainknowledge
  • Lengthofintervention
• Conclusion
• Acknowledgement
• Disclosurestatement
• Funding
• Notesoncontributor
• References