Co-constructed rubrics and assessment for learning: the impact on middle school students attitudes and writing skills

Abstract

Many L2 learners demonstrate low motivation when it comes to developing higher competencies in writing. In this study, we propose that by engaging L2 students and their teachers in collaborative co-construction of writing rubrics, students develop better understanding and awareness of writing criteria, thus demonstrating ownership and responsibility for enhancing their writing competency. This study explored the impact of co-constructed rubrics on L2 learners writing skills and their perceptions towards writing; it also examined co-constructed rubrics as a learning and assessment tool that helps generate feedback conducive to learning and competency development in writing. This mixed methods study utilized both quantitative and qualitative data collection and analysis, including pre and post writing assessments for intervention and comparison groups, classroom observations, pre and post interviews with the teacher and L2 students, and an attitude towards writing questionnaire. Results revealed that the intervention classs mean average increased significantly in the post writing assessment, while the comparison classs mean average decreased but with no statistical significance. Class observations noted positive changes in the class dynamics and an enhanced levels of students interaction and engagement. Findings are discussed in terms of co-constructed rubrics as assessment for learning and students ownership.