Rubrics in the classroom: do teachers really follow them?

被引:0
作者
Jeong H. [1 ]
机构
[1] College English Education Committee, Hanyang University, 222 Wangsimni-ro, Seongdong-gu Seoul
关键词
Rubric effect; Rubric fit; Rubric literacy; Teacher-rater;
D O I
10.1186/s40468-015-0013-5
中图分类号
学科分类号
摘要
Background: For language teachers, using rubrics has become the norm in assessing performance-based work. When using rubrics, one question stakeholders have is to what extent teachers are true to the rubrics. For classroom teachers, the correct use of rubrics is crucial. Rater training and rater calibration are not commonly offered to teacher-raters; therefore, the accurate use of rubrics is required in assessing student performance. Methods: This study investigates the impact of rubric use in assessing short EFL descriptive writing by asking teacher-Q4raters to rate essays, both with and without a rubric. Results: The results show that teachers focused more on errors (e.g., grammar and mechanics) when rating without a rubric, but valued comprehension issues (e.g., main idea, author’s voice) when rating with a rubric. Essay scores also increased when teachers assessed with a rubric. Follow-up teacher interviews confirmed that rating changes occurred due to both the assessment criteria in the rubric and the lenient nature of the scale descriptors. Conclusions: For performance-based assessment, rubrics are a central tool that adds reliability, validity, and transparency to assessments. This study shows that experienced teachers-raters were impacted by the content and nature of the rubric’s scale, and thus made an effort to follow it. © 2015, Jeong; licensee Springer.
引用
收藏
相关论文
共 33 条
  • [1] Andrade H.G., Using rubrics to promote thinking and learning, Educ Leadersh, 57, 5, pp. 13-18, (2000)
  • [2] Andrade H.G., The effects of instructional rubrics on learning to write, Current Issues in Education [On-Line], 4, 4, (2001)
  • [3] Andrade H.G., Teaching with rubrics: The good, the bad, and the ugly, Coll Teach, 53, 1, pp. 27-30, (2005)
  • [4] Brown G.T.L., Glasswell K., Harland D., Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing system, Assess Writ, 9, pp. 105-121, (2004)
  • [5] Callison D., Rubrics, School Library Media Activities Monthly, 17, 2, (2000)
  • [6] Huot B.A., Reliability, validity and holistic scoring: What we know and what we need to know, Coll Compos Commun, 41, pp. 201-213, (1990)
  • [7] Jonsson A., Svingby G., The use of scoring rubric: Reliability, validity and educational consequences, Educational Research Review, 2, pp. 130-144, (2007)
  • [8] Knoch U., Diagnostic assessment of writing: A comparison of two rating scales, Lang Test, 26, 20, pp. 275-304, (2009)
  • [9] Knoch U., Read J., von Randow J., Re-training writing raters online: How does it compare with face-to-face training?, Assess Writ, 12, 1, pp. 26-43, (2007)
  • [10] Kohn A., The trouble with rubrics, Engl J, 95, 4, pp. 12-15, (2006)