Evaluation: and Grading of Students' Writing: Holistic and Analytic Scoring Rubrics

Abeer Al-Ghazo,Issam Ta'Amneh

doi:10.5296/jsel.v9i1.19060

Abeer Al-Ghazo, Issam Ta'Amneh

Open Access

https://doi.org/10.5296/jsel.v9i1.19060

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Abstract

The paper tries to investigate the most preferable writing scoring rubrics when assessing students' writing assignments and to find the dimensions that teachers who teach English as a foreign language (EFL) emphasize when scoring EFL writing summaries. Thirty male and female Jordanian EFL teachers who teach English in both basic and secondary schools were participated to collect the necessary data. To conduct the study, a questionnaire consisting of twenty-seven items was prepared and disturbed by the researchers to suit the purpose of the study. In order to analyze the participants' respondents in the questionnaire, the researchers calculate Percentages, Means, Standard Deviations. The results revealed that there is a high interest in using analytic scoring rubrics to correct their students’ writing. The total mean reached 3.27 with standard deviation (0.65) by high agreement degree. Moreover, the results also highlight the importance of using scoring rubrics as precise and effective methods to assess the learners’ writing performance.

Highlights

The goal of any educational policy is to prepare learners to become proficient in English language
They have had a good experience in teaching English. 5.2 The Instrument In order to investigate the most preferable evaluation rubrics that English as a foreign language (EFL) teachers use in evaluating their students' writing, the researchers prepared a questionnaire
The study tries to investigate the most preferable evaluation rubrics that EFL teachers use in evaluating their students' writing

Summary

Introduction

The goal of any educational policy is to prepare learners to become proficient in English language. To achieve this goal, students should master the main language skills which involve listening, speaking, reading and writing (Chawwang, 2008). Learners need to learn how to arrange ideas, select suitable words; form sentences and combine these sentences into coherent paragraphs. For this reason, we cannot deny that EFL learners suffer from weaknesses in writing despite the efforts of educationalists to correct this weakness. One of the main purposes of writing evaluation is to provide corrections and give correct feedback

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