Read Write Think Research Paper Rubric

Read Write Think Research Paper Rubric-63
In performance assessment (e.g., L2 writing assessment), scoring rubrics are generally divided into two types: holistic rubrics and analytic rubrics (Bacha, ) and are often used for large-scale assessments such as placement tests or high-stakes examinations.Advantages of holistic assessments are its practicality and cost-effectiveness, as it takes less time for raters to complete the assessment, thereby reducing labor costs, compared to analytic assessments (Bacha, ).

In performance assessment (e.g., L2 writing assessment), scoring rubrics are generally divided into two types: holistic rubrics and analytic rubrics (Bacha, ) and are often used for large-scale assessments such as placement tests or high-stakes examinations.Advantages of holistic assessments are its practicality and cost-effectiveness, as it takes less time for raters to complete the assessment, thereby reducing labor costs, compared to analytic assessments (Bacha, ).

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This new type of rating scale can be characterized as a “hybrid” approach that offers the user a choice of analytic and holistic measures depending on individual purposes, which can enhance teachers’ explicit instructions.) because these skills are essential at every level of education.

In particular, these skills are crucial for university students because they are often required “to write summaries as stand-alone assignments” (Marshall, , p.

The scoring results were quantitatively compared with the scoring results of a commonly used rubric developed by the Educational Testing Service (ETS).

For the qualitative examination, the teacher raters’ retrospective comments on our five-dimensional rubric were analyzed.

The quantitative examination demonstrated positive results as follows: (a) adding the optional overall quality dimension improved the reliability of our rubric, (b) the overall quality dimension worked well even if it was used alone, (c) our rubric and the ETS holistic rubric overlapped moderately as L2 summary writing assessments, and (d) the two paraphrasing dimensions covered similar but different aspects of paraphrasing.

However, the quantitative analysis using the generalizability theory (G theory) simulated that the reliability (generalizability coefficients) of the rubric was not high when the number of raters decreased.In other words, this involves a series of intricate processes of comprehension, condensation, and production (Kintsch & van Dijk, , p. Due to the complexity and higher-order treatments required for summary writing, student writers are likely to encounter difficulties producing effective summaries and developing summary writing skills on their own (Grabe, ), and this issue exists in the English language education context.Therefore, scaffolding students’ learning processes and providing clear instructions for summarization skills are also necessary in English as a foreign language (EFL) classrooms.In our research project, we have developed a scoring rubric for a second language (L2) summary writing for English as a foreign language (EFL) students in Japanese universities.This study aimed to examine the applicability of our five-dimensional rubric, which features both analytic and holistic assessments, to classrooms in the EFL context.In this study, we focus on the development of tools that can be utilized in L2 summary writing instruction in an EFL classroom context with a particular focus on the assessment of summary writing by Japanese EFL university students.Integrated writing, including summary writing, is composed of a number of different subskills such as reading and writing, depending on task types.The examination especially focused on a newly added, optional overall quality dimension and two paraphrasing dimensions: paraphrase (quantity) and paraphrase (quality).Six teacher raters evaluated 16 summaries written by Japanese EFL university student writers using our new rubric.Among them, one central skill relevant to summary writing is paraphrasing, which is also often used in academic writing in general.According to Hirvela and Du () investigated summary writing operations used by English as a second language (ESL) university students where the performances of high- and low-proficiency students were compared.

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