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

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

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