Volume 5, Issue 1: Covill Abstract Fifty-six college students enrolled in two sections of a psychology class were randomly assigned to use one of three tools for assessing their own writing:
Volume 5, Issue 1: Covill Abstract Fifty-six college students enrolled in two sections of a psychology class were randomly assigned to use one of three tools for assessing their own writing: Students used their assigned self-assessment tool to assess drafts of a course-required, five-page paper.
There was no effect of self-assessment condition on the quality of students' final drafts, or on students' self-efficacy for writing. However, there was a significant effect of condition on students' writing beliefs and practices, with long rubric users reporting more productive use of self-assessment than students using the open-ended tool.
In addition, across conditions, most students reported that being required to assess their writing shaped their writing practices in desirable ways.
When students write in a disciplinary-specific way, they learn more about the discipline and they deepen their understanding of course material Newell, For teachers, the challenge is to support students' writing in a meaningful way that is also practical given typical college class sizes of thirty or more students.
In most cases, class size dictates that students need to have tools to help themselves create quality writing; typically the teacher cannot provide extensive, individual writing support to each student in his or her class.
Another best pedagogical practice is using methods that are supported by research. A commonly recommended method of supporting student writing at all levels of education is to provide students with an instructional writing rubric.
A writing rubric contains a list of criteria that are relevant to producing effective writing Andrade, Instructional rubrics "help students understand what is wanted on an assignment, help students understand what a quality Proponents of the use of rubrics believe they are useful at all levels of schooling, including at the college level Quinlan, The number of criteria contained in rubrics varies.
Most rubrics include six or seven criteria see, e. Popham recommends the inclusion of three to five criteria, arguing that lengthy, highly detailed rubrics are impractical. The present study examines the possibility that providing students with an instructional rubric, i.
Both social cognitive theory and cognitive theory can be used to explain how the use of rubrics might enhance writing performance. In brief, according to social cognitive theory, rubrics could boost a writer's self-efficacy, thereby boosting motivation and writing performance.
According to cognitive theory, use of a rubric might improve writing performance because a rubric may facilitate cognitive processing while writing. Theoretical Framework Social Cognitive Theory Bandura proposed a social cognitive theory in which "human functioning is explained in terms of" interactions among "behavior, cognitive and other personal factors, and the environment" p.
An important "cognitive factor" is perceived self-efficacy, or one's "judgment of one's capability to accomplish a certain level of performance" on a task Bandura,p. According to Bandura, perceived self-efficacy plays a large role in motivation, perseverance, and consequently, performance.
If one's perceived self-efficacy for a task is high, his or her motivation, persistence, and achievement will be high. Another "source of motivation relies on goal setting and self-evaluat[ion] Providing students with a rubric could enhance students' writing performance by increasing students' self-efficacy for writing.
When students are given the specific criteria that are important for success and descriptions of what success looks like, they may be more confident in their abilities to succeed on a writing task and encouraged to work harder.
Rubrics could also increase motivation and effort by helping students set explicit goals for their writing and by giving them standards to use for self-assessment.
Increased motivation and effort may, in turn, boost performance. Cognitive Theory One of the most influential cognitive models of proficient writing was first proposed by Hayes and Flower Hayes' more recent model specifies writing-relevant elements of long-term memory, and continues to recognize effective management of limited working memory capacity as central to proficient writing.
Flower emphasizes the connection between writing proficiency and the writer's understanding of the context for a particular act of writing.Rubric for Assessing a Journal Entry Grading Criteria Excellent Acceptable Minimal Unacceptable Content Response to assigned topic thorough and well written, with varied sentence structure and vocabulary; opinions always supported with facts.
Response thoughtful and fairly well written; most opinions. Writing Rubrics.
6 + 1 Traits Essay Rubrics. Journal Response Rubric. Position Paper Rubric. Reflective Writing Rubric. Writing to Express Rubric. Writing to Inform. Writing to Persuade. Find the Resources You Need! Search. More Teaching Resources: • Academic's Choice - Award-Winning Educational Media & Toys.
Diary entry thoroughly focuses on character's feelings regarding the events they are involved in. 4 Diary entry clearly focuses on character's feelings regarding the events they are involved in. Writing Assignment and Rubric – Cells.
Read the following writing prompts. You will choose ONE to complete as your 2nd six week’s writing assignment. This will be 10% of your average.
Take the assignment seriously. Use the rubric for your Cell Diary Entry. DIARY ENTRIES RUBRIC. Assignment Description: Diary/Letter/Blog: Pretend you are the main character. Write at least 5 diary entries of 10 sentences.
Include how you feel and why. Don’t forget to use first person! TYPE entries in 12 point font and double-spaced.
Include title . An easy way to evaluate student writing is to create a rubric. This allows you to help students improve their writing skills by determining what area they need help in.
Evaluate. To get started you must: First, read through the students' writing assignment completely.