Involving the students in designing the rubrics in ESL/EFL vvritỉng classrooms

Từ khóa:
: Writing rubrics co-construction ESL/EFL classrooms co-designing student-created rubrics student involvement.
Tóm tắt
The rubrics are important for assessing the students’ writing in ESL/EFL classrooms. They provide a clear and objective way to evaluate the students' writing ability in terms of content, organization, language, etc. However, the issue of how to use these grading scales for teaching purposes instead of just final assessment has not received much attention in research articles. To fill this gap, there has been growing interest in involving the students in the co-construction of rubrics in recent years, as a way to promote their engagement and ownership of the assessment process and provide feedback on the areas where they need improvement. This paper aims to examine the theoretical foundations of co-constructing the writing rubrics with ESL/EFL students, the advantages of adopting this pedagogy and the potential pitfalls it may entail.
Tài liệu tham khảo
  1. [1].Andrade, H. (2000), Using Rubrics To Promote Thinking and Learning. Educational Leadership, 57(5), 13–18. https://toetsing.sites.uu.nl/wp-content/uploads/sites/49/2015/01/LINK-Rubric-voor-een-betoog-Goodrich-Andrade-2000.pdf
  2. [2].Andrade, H. (2005), Teaching With Rubrics: The Good, the Bad, and the Ugly. College Teaching, 53(1), 27–31. https://doi.org/10.3200/ctch.53.1.27-31
    DOI: doi.org/10.3200/ctch.53.1.27-31
  3. [3].Andrade, H. & Du, Y. (2007), Student responses to criteria‐referenced self‐assessment. Assessment & Evaluation in Higher Education, 32(2), 159 181, DOI: 10.1080/02602930600801928
    DOI: doi.org/10.1080/02602930600801928
  4. [4].Andrade, H. & Valtcheva, A. (2009), Promoting Learning and Achievement Through Self-Assessment. Theory Into Practice, 48(1), 12-19, DOI: 10.1080/00405840802577544
    DOI: doi.org/10.1080/00405840802577544
  5. [5].Black, P. & Wiliam, D. (1998), Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74, DOI: 10.1080/0969595980050102
    DOI: doi.org/10.1080/0969595980050102
  6. [6].Black, P., Harrison, C. J., Lee, C. A., Marshall, B., & Wiliam, D. (2004), Working inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1), 8–21. https://doi.org/10.1177/003172170408600105
    DOI: doi.org/10.1177/003172170408600105
  7. [7].Bacchus, R., Colvin, E., Knight, E., & Ritter, L. (2020), When rubrics aren’t enough: Exploring exemplars and student rubric co-construction. Journal of Curriculum and Pedagogy, 17(1), 48–61. https://doi.org/10.1080/15505170.2019.1627617
    DOI: doi.org/10.1080/15505170.2019.1627617
  8. [8].Kilgour, P. W., Northcote, M. T., Williams, A. G., & Kilgour, A. (2020), A plan for the co-construction and collaborative use of rubrics for student learning. Assessment & Evaluation in Higher Education, 45(1), 140–153. https://doi.org/10.1080/02602938.2019.1614523
    DOI: doi.org/10.1080/02602938.2019.1614523
  9. [9].Morris, S. & Peterson, M. (2022), Co-constructed Rubrics: A Social Justice Method for Teaching Writing. Journal of Teaching Writing, 35(2), 53-72. https://journals.iupui.edu/index.php/teachingwriting/article/view/26144