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|Title:||The multifaceted function of rubrics as formative assessment tools: A classroom-based action research in an L2 writing context||Authors:||Khairallah, Megan
Adra, Omar M.
|Affiliations:||Faculty of Arts and Sciences||Keywords:||Approaches to assessing writing
Classroom-based action research
Reflections on teaching L2 writing
|Issue Date:||2022-01-01||Part of:||Language Teaching Research||Abstract:||
This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the potential of rubrics as formative tools. This study confirmed the proactive role rubrics could play in teaching writing and promoting successful partnerships between teachers and students during the assessment process. The multifaceted function of rubrics as driver of change in practitioners’ approaches to teaching and assessing writing as well as a tool that enables students to take ownership of the different stages of their writing was a major finding of our study.
|URI:||https://scholarhub.balamand.edu.lb/handle/uob/5853||ISSN:||13621688||DOI:||10.1177/13621688221104210||Open URL:||Link to full text||Type:||Journal Article|
|Appears in Collections:||Department of English Language and Literature|
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checked on Dec 4, 2022
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