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

Ghaffar, May Abdul; Khairallah, Megan; Salloum, Sara

doi:10.1016/j.asw.2020.100468

Cited by 29 publications

(27 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One study focused on teacher feedback (Federici et al (2016), which can be considered a teacher-centered approach to formative assessment. The second study (Wong, 2017) involved a student-centered approach, and the formative assessment practice in the third study (Ghaffar et al, 2020) can be characterized as both teacher-centered and student-centered. Federici et al (2016) analyzed questionnaire responses from students on one single occasion, and found an association between students´perceptions of teachers' formative feedback and students' persistence when doing schoolwork.…”

Section: Formative Assessment As a Means Of Supporting Students' Motivationmentioning

confidence: 99%

“…Wong (2017) found a medium-size effect on students' self-reported engagement from an intervention in which the researcher taught self-assessment strategies to the students (thus no teacher professional development was necessary). In the study by Ghaffar et al (2020) a teacher engaged her students in coconstruction of writing rubrics together with both teacher feedback and peer feedback. The results indicated some positive outcomes for students' autonomous motivation and engagement in learning activities in comparison with a control class during the two-months intervention using a writing assignment.…”

Section: Formative Assessment As a Means Of Supporting Students' Motivationmentioning

confidence: 99%

See 1 more Smart Citation

Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

et al. 2021

View full text Add to dashboard Cite

Motivation is a prerequisite for students’ learning, and formative assessment has been suggested as a possible way of supporting students’ motivation. However, there is a lack of empirical evidence corroborating the hypothesis of large effects from formative assessment interventions on students’ autonomous forms of motivation and motivation in terms of behavioral engagement in learning activities. In addition, formative assessment practices that do have an impact on students’ motivation may put additional requirements on teachers than more traditional teaching practices. Such requirements include decisions teachers need to make in classroom practice. The requirements on teachers’ decision-making in formative assessment practices that have a positive impact on students’ autonomous forms of motivation and behavioral engagement have not been investigated. This study describes one teacher’s formative assessment practice during a sociology course in upper secondary school, and it identifies the requirements for the teacher’s decision-making. The teacher had participated in a professional development program about formative assessment just prior to this study. This study also investigated changes in the students’ motivation when the teacher implemented the formative assessment practice. The teacher’s practice was examined through observations, weekly teacher logs, the teacher’s teaching descriptions, and an interview with the teacher. Data on changes in the students’ type of motivation and engagement were collected in the teacher’s class and in five comparison classes through a questionnaire administered in the beginning and the end of the course. The students responded to the questionnaire items by choosing the extent to which they agreed with the statements on a scale from 1–7. The teacher’s formative assessment practice focused on collecting information about the students’ knowledge and skills and then using this information to make decisions about subsequent instruction. Several types of decisions, and the knowledge and skills required to make them that exceed those required in more traditional teaching practices, were identified. The students’ in the intervention teacher’s class increased their controlled and autonomous forms of motivation as well as their engagement in learning activities more than the students in the comparison classes.

show abstract

Section: Formative Assessment As a Means Of Supporting Students' Motivationmentioning

confidence: 99%

Section: Formative Assessment As a Means Of Supporting Students' Motivationmentioning

confidence: 99%

Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

et al. 2021

View full text Add to dashboard Cite

show abstract

“…In this case, assessment rubrics may be included as important tools to manage the participation of different agents, which can be co-constructed by the teacher and the learners, thus holding them not only accountable for their learning outcomes, but also self-aware of their stance in the learning process towards the "negotiated" outcomes. Ghaffar, Khairallah and Salloum [28] define assessment rubrics as (qualitative or quantitative) rating scales, in which the criteria and the different levels of the quality of work can be outlined. There are many user-friendly possibilities to create this type of assessment tool, such as those listed by the Canadian Lakehead University Teaching commons (see https://teachingc ommons.lakeheadu.ca/creating-rubrics-online-resources).…”

Section: Approaches To Language Learning/assessmentmentioning

confidence: 99%

Digital Platforms in the Age of Mobility: A Contribution Towards Language Teaching and Learning

Balula

Moreira

2021

Communications in Computer and Information Science

View full text Add to dashboard Cite

As the continuous development of digital technologies continues to have a profound impact on educational contexts (including teacher education settings), it has become paramount to not only understand whether and how teacher education and training is keeping pace with the ubiquitous nature of digital technology, but also to contribute to the continuous development of competences and initiatives within this scope.Focusing on language teaching and learning, this paper aims to support teachers and teacher educators working in technology-laden environments by putting together a broad ranging annotated list of digital platforms and tools that can be used to augment and support online activities and collaboration and promote articulated, technology-enhanced teaching and learning activities. Emphasizing the role played by Mobile Assisted Language Learning (MALL) and drawing from recent trends and an extensive review resulting from a collaboration that involved teacher educators, researchers and practitioners, these tools are described taking into account current approaches to language learning and assessment, as well as their perceived applicability, effectiveness and shortcomings. Highlighting the importance of collaboration, this work is effective in providing practical examples and best practices, whose potential can be harnessed and ultimately replicated by other practitioners and teachers in training, thus contributing the ongoing momentum of practice-driven innovation, that could ultimately inform language learning and teaching policies.

show abstract

“…En este sentido, existen antecedentes que demuestran los beneficios que proporciona el uso de instrumentos de evaluación para tal fin. Un ejemplo de ello es el estudio llevado a cabo por Ghaffar et al (2020), el cual expuso que el uso de la rúbrica en la evaluación de textos expositivos permitió al docente y a los estudiantes identificar con cierta exactitud los errores existentes en sus escritos, y proporcionó, a estos últimos, conocimiento en relación con los objetivos se esperaba que cumpliesen y capacidad para generar diferentes formas de mejorarlo. En definitiva, será esencial tener en cuenta los diferentes tipos de evaluación existentes, así como conocer los múltiples instrumentos ideados para tal fin, de manera que el proceso se ajuste, lo máximo posible, a cada individuo.…”

Section: Recursos De Evaluaciónunclassified

Recursos de evaluación de textos narrativos en educación primaria y análisis del feedback docente

Beltrán

2021

Rev.virtual univ. catol. norte

View full text Add to dashboard Cite

El presente estudio persigue un doble objetivo, explorar si la rúbrica y la lista de control tienen validez de criterio, pudiendo medir un mismo elemento, minimizando las diferencias entre las calificaciones, y analizar los comentarios evaluativos, realizados por los evaluadores, sobre la destreza escritora del alumnado de Educación Primaria. Para ello, 56 docentes en formación corrigieron dos textos narrativos diferentes, utilizando los instrumentos mencionados, y proporcionaron una serie de comentarios evaluativos, tomando como referencia los criterios considerados. Estos últimos fueron categorizados en función de la amplitud y del contenido evaluativo y meta-textual. Tras ello, se realizó un análisis factorial y descriptivo para el examen de los datos. Los resultados mostraron que las calificaciones globales, asignadas con la rúbrica y la lista de control a los textos por los evaluadores, tenían una relación significativa y que los docentes en formación proporcionan comentarios evaluativos empleando la rúbrica con contenido meta-textual variado y completo. Así, se concluye la posibilidad de los docentes de utilizar cualquiera de las herramientas examinadas para proporcionar un juicio justo; así como los beneficios que comporta el uso de la rúbrica a la hora de generar mensajes de retroalimentación específicos, referidos a diversos aspectos y características de la lengua.

show abstract

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

Cited by 29 publications

References 29 publications

Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

Digital Platforms in the Age of Mobility: A Contribution Towards Language Teaching and Learning

Recursos de evaluación de textos narrativos en educación primaria y análisis del feedback docente

Contact Info

Product

Resources

About