NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED431029
Record Type: RIE
Publication Date: 1999-Apr-21
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Role of Instructional Rubrics and Self-Assessment in Learning To Write: A Smorgasbord of Findings.
Andrade, Heidi Goodrich
Two studies were conducted to determine the impact of instructional rubrics on the development of students' writing skills and their understanding of the qualities of good writing. In the first study, 303 eighth graders were given an instructional rubric before writing 1 of 3 different types of essays. Results suggest that an instructional rubric can help students write better, but a more intensive intervention may be necessary to help all students perform at a higher level consistently. The second study examined the effects of instructional rubrics and guided self-assessment on students' writings and understandings of good writing. Students in 13 seventh- and eighth-grade classes wrote essays, but only those in the treatment group were given guided self-assessment techniques. Approximately 3 weeks later, 170 students completed questionnaires about the instruction. Self-assessment appeared to affect girls' writing favorably, but overall, self-assessment did not contribute more to students' overall knowledge of the qualities of good writing than did instructional rubrics alone. Three appendixes contain instructional rubrics for the three essay types. (Contains 3 figures, 5 tables, and 21 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Edna McConnell Clark Foundation, New York, NY.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).